Learning outcomes of information literacy instruction at business schools

Detlor, Brian; Julien, Heidi; Willson, Rebekah; Serenko, Alexander; Lavallee, Maegen

doi:10.1002/asi.21474

Cited by 69 publications

(51 citation statements)

References 24 publications

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“…Previous studies have suggested that if a person is information competent in one context, they will develop information‐competent behavior in the other contexts in which they are involved (Detlor, Julien, Willson, Serenko, & Lavallee, ). Our research confirmed that this is true but only at a basic level of expertise.…”

Section: Discussionmentioning

confidence: 99%

Key factors in the transfer of information‐related competencies between academic, workplace, and daily life contexts

Ferrán-Ferrer

Minguillón

Pérez–Montoro

2013

J Am Soc Inf Sci Tec

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Personal information behavior has been studied within a large number of different contexts; however, individuals show different information‐related competencies in their professional, academic or daily life contexts. Literature suggests that if a person is information‐related competent in one context, then he or she will be competent in the rest of the contexts of action. But this is only true for a basic level of information competencies. This article reports results from 24 interviews performed to mature e‐learning students and suggests that in a more advanced level of information competencies, some competencies that appear in one context are not manifested in another context. Several factors have been found to be related with information competencies transfer between contexts. Attitude is a key factor and feelings regarding Internet use is another critical factor. Specifically in learning environments, the results suggest that canned content and planned learning strategies can discourage a proactive attitude and enthusiasm for information and communication technologies, and therefore the acquisition of information‐related competencies. Understanding the differences and common patterns between these contexts may be useful for designing better information systems, services and instruction.

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Section: Discussionmentioning

confidence: 99%

Key factors in the transfer of information‐related competencies between academic, workplace, and daily life contexts

Ferrán-Ferrer

Minguillón

Pérez–Montoro

2013

J Am Soc Inf Sci Tec

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“…6 Detlor et al offer a comprehensive model of assessment based on interviews, including a standardized IL testing instrument involving all factors affecting IL instruction among librarians, library administrators, faculty members, and students at business schools. 7 One frequently employed tool for analysis is the self-assessment test, sometimes used as the main method, 8 or combined with other data of a more objective nature. 9 A large number of works throughout the field make use of self-assessment as a diagnostic method that provides information about students' perceptions and needs to improve the training provided both in libraries and through IL programs.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring LIS Students’ Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

Printo¹,

Pascual²

2017

CRL

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Understanding perceptions of Library and Information Science (LIS) students on two dimensions-belief in the importance (BIM) of a set of core information competencies, and Self-Efficacy (SE)-is pursued. Factor analysis implementation raises a clear distinction between BIM and SE results. This analysis points to two sets of competencies: principal competencies reflected the most positive insights from students, while the secondary ones were the most weakly perceived and consequently the most in need of encouragement. This is one of the few studies on the subjective profile of LIS students, including improvement initiatives relating to the weakest competencies.here is no doubt that all developed countries are in need of increasing Information Literacy (IL) awareness of their citizens on the vital importance of this issue. In the case of a special kind of citizen-the students (undergraduates and graduates) of Library and Information Science (LIS)-their state of awareness on IL ought to be even more important, as skills and capabilities within IL are key requirements for their future professional practice. Closely related to LIS students' awareness, two kinds of perceptions are key: belief in the importance of such competencies, and Self-Efficacy. The significance of these perceptions is evident, as they influence students' attitudes and behaviors. The belief in importance (BIM) concept, which some educators identify with the idea of motivation, refers to the rating of the importance of certain competencies on the part of students. Self-Efficacy (SE) seems to be a more sophisticated idea, often defined as people's beliefs about their capabilities to produce the designated levels of performance. SE determines how people feel, think, motivate themselves, and behave. Such beliefs produce these diverse effects through four major processes: cognitive, motivational, affective, and selection.1 Information literacy self-efficacy and academic motivation, one could argue, both play important roles in student academic development.2 There is a third dimension, of a qualitative nature, which also affects students' awareness, which arises from the student's preferred choice of learning sources (LS). Four sources of learning have been examined in this study: classroom, library, specific courses, and self-learning. Although students actually resort to all these sources, we hope to ascertain to what extent each of them is used, as this will help to form a profile of the students' IL behavior.

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“…Also, CI courses for continued education may be another option. Remarkably, a number of business schools have introduced information literacy courses in their regular curricula (Detlor et al, 2011;Booker et al, 2012). There is no excuse for LIS schools to give up CI training opportunities.…”

Section: Implications Of the Studymentioning

confidence: 99%

Towards Understanding the Perceptions of Information Professionals about Competitive Intelligence Work

Jin

2014

J. Info. Know. Mgmt.

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Little is known about how information professionals perceive themselves in the competitive intelligence (CI) work domain. There is a dearth of scholarly attention on their social identities in CI, their involvement with CI, and how their engagement impacts the usage of corporate information agency resources by CI practitioners. The goal of this study is to create a benchmark knowledge base addressing these issues. We devel-oped¯ve constructsawareness of CI functioning in the organisation, perceived identity toward CI, perceived involvement in CI work, frequency of interactivities with CI practitioners, and perceived usage of corporate information agency resourcesand attempted to propose and validate a causal model connecting these constructs. Data were collected through a survey of 86 information professionals, and analyzed using descriptive statistics and partial least squares (PLS). Our major¯ndings include: few respondents identi¯ed themselves exclusively as CI professionals; the respondents collectively had a low CI-involvement level; perceived identity in°uenced perceived involvement; and both perceived involvement and frequency of interactivities in°uenced the usage of corporate information agency resources. Thesē ndings could in°uence the design of future CI programs and the education programs for new information professionals.

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Learning outcomes of information literacy instruction at business schools

Cited by 69 publications

References 24 publications

Key factors in the transfer of information‐related competencies between academic, workplace, and daily life contexts

Key factors in the transfer of information‐related competencies between academic, workplace, and daily life contexts

Exploring LIS Students’ Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

Towards Understanding the Perceptions of Information Professionals about Competitive Intelligence Work

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