The Shift of Information Literacy Towards Research 2.0

Koltay, Tibor; Špiranec, Sonja; Karvalics, László Z.

doi:10.1016/j.acalib.2014.11.001

Cited by 22 publications

(12 citation statements)

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“…Working as an academic at a HEI implicitly involves being a researcher in addition to being an employee of an institution. Tracking technology adoption has resulted in the coining of the term "Research 2.0," which is along the lines of Web 2.0 technologies (Koltay et al, 2015). Conducting research is no longer a solo activity performed with limited access to resources; it is now more likely to involve navigating across a complex and professional network.…”

Section: Social Mediamentioning

confidence: 99%

Technology and Social Media Usage in Higher Education: The Influence of Individual Innovativeness

2020

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This article presents a two-phase study exploring the usage of technology in higher education as well as the role of the general innovativeness in predicting the actual use of technology. During the first phase of the study, which involved 502 staff members, a descriptive analysis of their usage of social media, technological devices, and Microsoft Office 365 cloud services was performed, with various demographic variables being considered. During the second phase, which involved a subsample of 106 staff members, structural equation modeling (SEM) was used to examine a model in which the general innovativeness and the demographic variables acted as predictors of the actualized innovativeness. The results showed that the staff used social media, devices, and cloud services quite satisfactorily. The examination of their user profiles revealed that there were significant differences among the staff members on the basis of their demographic variables, especially their gender, job type, and discipline. The results of the SEM showed that the general innovativeness contributed positively, as was expected, to predicting the adoption of devices, non-academic social networking sites and Office 365 cloud services. The results further suggested that males were early adopters of devices, while academics were early adopters of commercial services and academic social networking sites. However, the academics appeared to lag behind the administrators in terms of adopting Office 365 cloud services. The implications of the study and directions for future research are also presented.

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Section: Social Mediamentioning

confidence: 99%

Technology and Social Media Usage in Higher Education: The Influence of Individual Innovativeness

2020

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“…In fact, information literacy is gradually evolving with the use of digital resources and, with the increasing importance of Research 2.0 (Koltay et al, 2015), Web 2.0 tools will play an effective role in the information literacy process. In terms of architectural education, there are Web 2.0 applications that can provide a 24-hour collaborative learning environment for students (Tate and Osborne, 2013).…”

Section: Resultsmentioning

confidence: 99%

Investigation into Information Literacy and the Use of Web 2.0 Technologies in a Faculty of Architecture

Bakbak

2019

International Journal of Education and Practice

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Article HistoryKeywords Web 2.0 Information literacy Faculty of architecture Social media Technology in architectural education.Following a rapid development in technology, many information sources are now digitized. Consequently, individuals are expected to demonstrate the skills needed to critically evaluate, synthesize, and effectively use those sources. In this context, information literacy and information technology, especially skills with Web 2.0 tools, have become concepts that directly affect each other's development. This study investigated the information literacy self-efficacy and use of Web 2.0 tools among architectural students in particular. A t-test and ANOVA were performed on the data collected through a questionnaire survey. The results revealed that there was no difference in information literacy self-efficacy according to the participants' gender or duration of internet use but did vary with the level of their knowledge of foreign languages and Web 2.0 tools. In addition, instant messaging systems were the most preferred of the Web 2.0 tools to use for educational purposes. Ranked from most to least preferred, other Web 2.0 tools included Facebook-Twitter, video sharing platforms, blogs, wikis, and podcasts. Contribution/Originality:This study contributes to the existing literature on social media and information literacy as follows: adds to the few studies of information literacy among architectural students; examines information literacy in the context of social media; and provides information on how students use social media for educational purposes. (2010) presented the information literacy definition: -a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.‖ An individual who is information literate, therefore, must be able to not only understand they need but also find, evaluate, and use information (Association of College & Research Libraries [ACRL], 2006). Bandura (1993) explained that self-efficacy was an individual's belief that they would become competent in whatever was required. Such self-belief affects their emotions and thoughts in respect of achieving their goals and rectifying events that affected their lives. According to Zimmerman (1995), self-efficacy is an individual's personal judgment of their own ability to perform a job and succeed. Information literacy self-efficacy (ILSE) can thus be defined as an individual's personal judgment of their own ability to access information, evaluate, and use information effectively.The information literate person should exhibit the following skills: (1) decide on the nature and extent of the information needed; (2) access the required information effectively and efficiently;(3) critically evaluate information and its sources then incorporate the information selected into their knowledge base and value system; (4) use information effectively to accomplish a specific aim; and (5) understand many of the economic, legal, and social ...

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“…The field of information literacy already debates these needs in context of Research 2.0. In a paper by Koltay, Špiranec and Karvalics [6] information literacy practices of academic libraries are put on the crossroads as support amidst the changes in the research process brought about by Web 2.0 on one hand and the information needs of individual researchers on the other. From the standpoint of the complex of science, media and information literacies, all involved in Research 2.0, we return to what we have emphasised in the beginning -to the individual researcher and his/her responsibility to uphold the principles of scientificity who understands how these principles are changing under the influence of mediatization and as an engaged and critical information literate preventively ensures that "good" publicly accountable science is done in the first place.…”

Section: Communicating Science To the Publicmentioning

confidence: 99%

“…professional) experience can sway the dominant position they could serve to establish dialogue in an extended peer community during public debate (about legal propositions, state-wide practical guidelines, strategy formation etc.). Interestingly enough, research shows that Web 2.0 tools are not widely used among scientists [6] and that science still resists the processes of mediatization. [13] It has also been shown that younger scientists are keener to use these tools.…”

Section: Communicating Science To the Publicmentioning

confidence: 99%

“…[13] It has also been shown that younger scientists are keener to use these tools. [6] [8] This leads us to question how will the dominant scientific communication and production processes look like when young scientists, some of them digital natives, become the leading generation. In this highly mediatized information jungle, besides the scientific skills and knowledge, scientists have to achieve a very high level of media and information literacy.…”

Section: Communicating Science To the Publicmentioning

confidence: 99%

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