Web-based Information Literacy in an Academic Library: The Example of the Library of ATEI of Thessaloniki

Mole, Vasiliki; Chatzilia, Margarita; Paraskevopoulos, Kostas; Garoufallou, Emmanouel; Siatri, Rania

doi:10.1016/j.sbspro.2013.02.039

Cited by 3 publications

(2 citation statements)

References 2 publications

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“…Mastering in communication technology is the solution to ensure digital inclusion and empowerment. Mole et al (2013) pointed out the published literature disclosed that Information Literacy (IL) appeared for the first time in Harvard schools in the nineteenth century. Melville Louis Kossuth Dewey, the founders for American librarians and the pioneer of Dewey decimal classification (DDC) for libraries system, emphasized the importance of information literacy (IL) for students and teachers.…”

Section: Literature Reviewmentioning

confidence: 99%

Technology integration for students’ information and digital literacy education in academic libraries

Rafi

Zheng

Ahmad

2019

IDD

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Purpose Digital literacy has become a widely studied topic for connecting people, participation in government and public affairs. It encourages library professionals to train students and effectively acquire, preserve and disseminate knowledge. Academic libraries involve using digital technology improved the students’ level of digital literacy and technological skills. This paper aims to understand the students’ technological competence in using database resources and searching for online information. In addition, to evaluate the training contents and designated instructors on digital literacy education, the study also focuses on digitally exposed students’ learning behavior, the library management and students’ academic interaction on new technological trends. Design/methodology/approach This study uses a quantitative method for which primary data were collected from university students using a structured research questionnaire. Through targeted random sampling techniques, 1,500 printed questionnaires were distributed among students, and 1,266 (84.4%) responses were received. The authors applied descriptive statistics to analyze the demographic information of male and female students. The statistical technique Chi-square test (χ2) was applied using SPSS to determine the association between variables. Moreover, Bonferroni correction for the new a value [modified = 0.05/number of possible comparisons/analysis for each question shown in Tables (II-IX)] was also used to avoid a family-wise error. Findings The results inferred a strong association between students’ technological skill with using digital tools, utilization of database resources and browsing networked information on the Web. The association between universities in terms of recruiting designated instructors on digital literacy education, introducing ICT based curriculum and the association between library management in maintaining a regular training program on digital literacy demonstrated a negative association. Besides, the findings disclosed that student’s digital exposure is not the forcing factor in developing technological competence, but found to be a more encouraging factor. It was also concluded that library technological involvement significantly improves student technology-based learning skills. Practical implications The results obtained after the analyzed data may help library management in providing long-term strategy for improving digital literacy education and training for students in the effective utilization of technology for better academic performance and social integration. Originality/value The study was based on quantitative methods using a questionnaire. Extensive database coverage and digital literacy skills based on coach input can improve student performance and academic quality.

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Section: Literature Reviewmentioning

confidence: 99%

Technology integration for students’ information and digital literacy education in academic libraries

Rafi

Zheng

Ahmad

2019

IDD

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“…They major finding and supported by Nurfaezah Mamat et al (2014); Rice and Gregor (2013); Gregory and Broussard (2011) concluded that the ineffective way and strategy of conducting these orientations programs contribute to the deficiencies of information literacy skill among university students. Mole, Chatzilia, Paraskevopoulos, Garoufallou, and Siantri (2013) claimed that web-based instruction brings an innovate perspective to library services, as it enhances the distribution of information, by eliminating time and place constrains, in addition to its considerable pedagogical potentials. It has become an ideal solution for information literacy development.…”

Section: Problem Statementmentioning

confidence: 99%

Multimedia Web-Based Constructivist Learning Application for Information Literacy Skills Development

Ismail¹,

Mamat²

2019

JICTIE

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The purpose of this study is to design and develop a multimedia web-based constructivist learning application known as WebOPAC Self Training Tool with Guided Exploration (WSTTG) which is expected to train and access individual’s information literacy skills. This tool has been designed and developed according to the constructivist instructional design theories and constructivist instructional development model. The process design consists of four level processes which were component design, single path prototype, alpha version and beta version. The development process ended with four activities which were summative evaluation, final packaging, diffusion and adoption. Throughout the design and development process, there were two instructional designers and two subject matter experts were participated to review and evaluate the design components of the WSTTG. Three potential learners were also participated to evaluate the beta version prototype whether it is appropriately apply to their learning context. The repetition of reviewing the alpha and beta version prototypes lasted when there were no comments found during the final evaluation. Overall, all experts and learners were satisfied with the interface, surface characteristics, scenario, and instructional strategies used in the prototype after consideration on comments and suggestions have been made accordingly. This tool was recommended to be commercialized as an instructional strategy for library orientation program and to be used by both the librarians and library users for WebOPAC teaching and learning purposes. The design and development of this tool could be a guideline to future instructional designers, web developers and e-learning content specialist in developing a multimedia web-based constructivist application in various fields.

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How Could Library Information Science Skills Enhance Information Literacy in the Tunisian High Independent Elections Authority (ISIE)

Seghir¹,

Chouk²

2013

Communications in Computer and Information Science

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Web-based Information Literacy in an Academic Library: The Example of the Library of ATEI of Thessaloniki

Cited by 3 publications

References 2 publications

Technology integration for students’ information and digital literacy education in academic libraries

Technology integration for students’ information and digital literacy education in academic libraries

Multimedia Web-Based Constructivist Learning Application for Information Literacy Skills Development

How Could Library Information Science Skills Enhance Information Literacy in the Tunisian High Independent Elections Authority (ISIE)

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