Overcoming Challenges of the Technological Age by Teaching Information Literacy Skills

Burke, Melynda

doi:10.1080/02763915.2010.523327

Cited by 10 publications

(6 citation statements)

References 5 publications

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“…In today's information-driven society, information literacy is a crucial skill for survival (Burke, 2010). Schools must teach students how to become effective users of information through information literacy skills to prepare them for success in the real world.…”

Section: Discussionmentioning

confidence: 99%

Knowledge management process, knowledge sharing, and teacher literacy skills at vocational high schools

Sobandi

Suryadi

Ramdhany

et al. 2021

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The development of students in mastering the skills of the 21st century is certainly inseparable from the role of educators in understanding the various skills and the use of digital technology associated with it, supported by knowledge management process and knowledge sharing. The purpose of this study is to analyze the effect of the knowledge management process and knowledge sharing on teacher literacy skills at State Vocational High Schools (VHSs) in West Java. To collect data, a questionnaire was used. This research used a quantitative approach through descriptive and verification research. Based on the characteristics of the variables, a survey using a 7-point Likert scale questionnaire was conducted. This research was purposely administered to 162 teachers from 54 VHSs at 27 cities/regencies in West Java. The Partial Least Square Structural Path-Modeling (PLS-PM) was used to test the hypotheses. The research outcomes revealed that the knowledge management processes and knowledge sharing have a positive effect on teacher literacy skills. Information literacy is important for building literacy skills, but achievement is relatively low. The teacher needs to align these skills with more appropriate directions so that teachers’ literacy skills in the learning process can be more effective.

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Section: Discussionmentioning

confidence: 99%

Knowledge management process, knowledge sharing, and teacher literacy skills at vocational high schools

Sobandi

Suryadi

Ramdhany

et al. 2021

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“…As the task increases in complexity, there will be an increase in collaborative work to solve the problem (Reddy et al., ). The category known as no collaboration refers to the individual seeking information on his own, using the BIG6 information‐seeking model. Here, individuals need to possess information literacy skills so as to help them analyze the massive amount of information and resolve their information needs (Burke, ). The information‐seeking process can iterate and switch between the six steps depending on the individual's needs.…”

Section: Methodsmentioning

confidence: 99%

A study of social interaction during mobile information seeking

Tan

Goh

2015

Asso for Info Science & Tech

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With the increasing importance of social media in people's lives, more mobile applications have incorporated features to support social networking activities. These applications enable communication between people, using features such as chatting and blogging. There is, however, little consideration of the collaboration between people during information seeking. Mobile applications should support the seeking, sharing, confirming, and validating of information systematically to help users complete their tasks and fulfill their information needs. To support information seeking, especially collaboratively as a group, there is a need to understand people's social interaction behavior. Using tourism as a domain, we conducted a diary study to look into tourists' social interaction during information seeking. Further, based on the diary study findings and current research, we describe a set of triggers that lead to collaboration for each step in the information-seeking process. Here we present the social collaboration patterns between tourists and the people around them. Further, based on a diary study and current research, we describe a set of triggers that lead to collaboration for each step in the BIG6 information-seeking process.

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“…Authors advocating the instructional view believe in the primacy of tuition in people becoming information literate. Some of the authors who champion the perspective that the library and librarians are the best agencies to lead the process of promoting IL skills include Welsh and Wright (2010), Burke (2010) and Andretta (2005). These authors project an emphasis on bibliographic skills instruction by librarians, for learners to acquire IL capabilities, enabling them become skilled life-long users of information.…”

Section: Library-centred (Bibliographic) Perspective Of Il Learningmentioning

confidence: 99%

An integrated model highlighting information literacy and knowledge formation in information behaviour

Ibenne

Simeonova

Harrison

et al. 2017

AJIM

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Purpose The purpose of this paper is to review key models of people’s information behaviour (IB) exploring the integration of the concepts of information literacy (IL) and knowledge in their designs. Scholarly perspectives portray IL as providing individuals with capacity for good information practices that result in generating new knowledge. It is surprising that this important perspective is not reflected in the reviewed IB models. This paper contributes to the literature base by proposing a new model highlighting IL and knowledge as important concepts within the IB discourse. Design/methodology/approach A discourse of the integration of IL and knowledge, which are integral factors, associated with IB, in selected IB models. Findings Identifying a need for information and understanding its context is an IL attribute. IL underpins IB in providing awareness of information sources; how to search and use information appropriately for solving information needs and leveraging generated new knowledge. The generation of new knowledge results from using information, in a process that combines with sense-making and adaption. Correspondingly, the knowledge that develops, increases capability for sense-making and adaptation of information to suit various contexts of need, iteratively. Originality/value A new model of IB; the causative and outcome factors of information behaviour (COFIB) is proposed. COFIB stresses that IL and knowledge are prominent factors within the general framework of people’s IB. The model emphasises knowledge generation as the outcome of IB, applied in solving problems within specific contexts.

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Overcoming Challenges of the Technological Age by Teaching Information Literacy Skills

Cited by 10 publications

References 5 publications

Knowledge management process, knowledge sharing, and teacher literacy skills at vocational high schools

Knowledge management process, knowledge sharing, and teacher literacy skills at vocational high schools

A study of social interaction during mobile information seeking

An integrated model highlighting information literacy and knowledge formation in information behaviour

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