Post‐graduate health promotion students assess their information literacy

Hodgens, Catherine; Sendall, Marguerite C.; Evans, Lynn

doi:10.1108/00907321211254670

Cited by 10 publications

(8 citation statements)

References 24 publications

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“…A number of authors found that many students are overconfident in their IL knowledge; when surveyed for both levels of confidence and actual ability, students rated themselves as having a good understanding of IL, but the questions that actually tested their knowledge or abilities showed that they lacked IL skills [9,18,23,24]. Conversely, students who performed well had a tendency to underestimate their skills [23]. Others also found low confidence levels with regards to IL when surveying students [15,22,25].…”

Section: Literature Reviewmentioning

confidence: 99%

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Evaluation of the Effectiveness of Course Integrated Library Instruction in an Undergraduate Nursing Program

Farrell¹,

Goosney²,

Hutchens³

2013

J Can Health Libr Assoc

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Introduction: Many faculty in two Schools of Nursing found that students in the fourth year of the Bachelor of Nursing program were not well equipped to perform information literacy activities efficiently and effectively, such as doing research to support their daily work. A course-integrated information literacy program was implemented at both sites, which left some students having very little information literacy training, whereas others who started the program in later years had information literacy training in all or most years of the curriculum. This study sought to evaluate students as they gained more experience with information literacy. Methods: To determine if increased exposure to information literacy training improved students' levels of competency and confidence, the authors compared first-year students with two groups of fourth-year students who had differing exposures to information literacy. Results: Acceptable response rates for data analysis were acquired at only one site. It was found that overall, fourth-year students were more confident and tested better with information literacy competencies than first-year students, but there was not as much improvement as was hypothesized. Discussion: The results of this evaluation have demonstrated a need to improve the information literacy teaching in certain areas. The data have also indicated that students do indeed retain information literacy skills with an increased number of sessions. Further areas for study are outlined as well as the limitations and strengths of the study design.

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Section: Literature Reviewmentioning

confidence: 99%

“…No studies were found that evaluated undergraduate nursing students' IL skills in the area of EIP. Those studies that did look at IL skills in EIP examined students at the graduate level [8,23], post-registration nurses returning to university to receive their BNs [16], occupational therapy students [20], or medical students [9].…”

Section: Literature Reviewmentioning

confidence: 99%

Evaluation of the Effectiveness of Course Integrated Library Instruction in an Undergraduate Nursing Program

Farrell¹,

Goosney²,

Hutchens³

2013

J Can Health Libr Assoc

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“…This made teachers to wonder the reason for this incongruity. Teachers revised the content and the evaluation of the library program, and they gave some proposals to improve in the following years, especially in relation to the too-easy testing of some of the modules The same incongruence was reached in previous literature confirming that it is a generalised shortcoming among undergraduate students (Cooney and Hiris, 2003;Feast, 2003;Hodgens et al, 2012). As previous research suggested (Dunaway and Orblych, 2011) a formative assessment of students' information literacy competences could help to overcome this limitation.…”

Section: Discussionmentioning

confidence: 74%

“…Despite the importance of these skills for almost every job (Cooney and Hiris, 2003;Julien et al, 2011) there is a noticeable lack of these abilities among students in higher education (Boon et al, 2007). Issues such as plagiarism, imprecise source citation and the lack of reliability of the references that they provide in their academic assignments are, among others, the reasons that have encouraged the provision of information literacy user education programs for undergraduate students (Brand-Gruwel et al, 2005;Hodgens et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Assessing a web library program for information literacy learning

Bravo

Lucía

Martı́n

2013

Reference Services Review

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Purpose -Main goal in this paper is to show the experience of a web-based program in information literacy from different perspectives: students, teachers and librarians. The study focuses on freshmen in business administration. Design/methodology/approach -The empirical research uses a mixed qualitative and quantitative methodology. A qualitative study is used to analyse the opinions from teachers and librarians, whereas a quantitative study is developed to study the students' perceptions. Findings -Students find information literacy competencies to be useful and perfectly applicable to their assignments. In this sense, there is no need to provide additional incentives (extra points) for the course. At the light of the work assignments, teachers and librarians suggest that there is a necessity for greater depth in questions of citation and plagiarism. Research limitations/implications -Results have to be interpreted within the context of study. There is a need to use alternative methodologies and activities in different groups to check and compare the effectiveness of each action. Practical implications -The paper can be used as a guide for teachers and librarians to develop courses of information literacy. Results obtained from this experience show some key points that may be useful for teachers and librarians. Originality/value -This article complements previous literature by providing new findings from different angles. The information gathered from the librarians, teachers and students involved provides a holistic view about the effectiveness of web-based tutorials for information literacy learning.

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“…Moreover, Hodgens et al (2012) looked at the usefulness of the information literacy program among postgraduate health promotion department at Queensland University. The results revealed that most of the respondents found the information literacy skills to be useful in locating needed information and in referencing the information consulted.…”

Section: Perceived Usefulness Of Information Literacy Skillsmentioning

confidence: 99%

Exploring the postgraduate students perceptions, usefulness and effectiveness of information literacy skills at University of Malaya library

Mohammed¹,

Haliru²

2019

Int. J. Lib. Inf. Sci.

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The aim of this study was to find out the extent to which the postgraduate students who attended the information skills session at University of Malaya's library perceived the session to be useful as well as effective in their attempts to locate, access and use the information needed so as to avail themselves of the library resources. In order to evaluate the perceived usefulness of information literacy skills and effectiveness of information literacy skills, two scales were adopted from the existing literature on the information literacy skills. Self-report instruments comprising the two scales as well as demographic items were incorporated into the online questionnaire. The study explored the respondents' perceptions, usefulness and effectiveness of the information literacy skills at University of Malaya's library among those who attended the information skills session in 2014/2015 academic session. To conduct this study, a cross-sectional survey design was carried out to answer the relevant research questions. The data have been generated from the online questionnaire of the sample size of this study. The analysis and interpretations of findings were entirely based on the feedback received from the respondents. This analysis has been conducted using the latest version (22 versions) of SPSS for window software. It is hoped that the management and library instructors of the University of Malaya should conduct a regular assessment of the usefulness and effectiveness of information literacy skills (ILS) among those who attended the training program in order to know whether the training program is perceived to be useful as well as effective in completing their academic activities. This can help the library staff to improve their teaching services.

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Post‐graduate health promotion students assess their information literacy

Cited by 10 publications

References 24 publications

Evaluation of the Effectiveness of Course Integrated Library Instruction in an Undergraduate Nursing Program

Evaluation of the Effectiveness of Course Integrated Library Instruction in an Undergraduate Nursing Program

Assessing a web library program for information literacy learning

Exploring the postgraduate students perceptions, usefulness and effectiveness of information literacy skills at University of Malaya library

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