Assessing information literacy instruction in interdisciplinary first year project-based courses with STEM students

Broad and discipline-specific information literacy competencies must be mastered by science, technology, engineering, and math (STEM) students. This study assessed changes in student perceptions of their competency in information literacy after continuous efforts in course curriculum. Data were gathered in 2015–2016 from first year interdisciplinary project-based courses with STEM students to assess changes in information literacy competencies. Analyses suggested there was a significant increase in students' perception of their familiarity with library resources, search strategies, citation use, and ability to evaluate source quality. There was no change in their perception of their ability to evaluate the variety of source and source relevance and a decrease in their perception of the ethical use of information. With faculty-librarian partnership and integrated instruction in a first year course, students showed the largest perceived increases in foundational information literacy skills but struggled with information literacy abilities. This study provides a baseline of information literacy competencies of first year students and provides recommendations for continuing education.     

Information literacy instruction in four Vietnamese university libraries

This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty–librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses.     

Information literacy instruction in four Vietnamese university libraries

This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty–librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses.     

Culture shock in the library: Implications for information literacy instruction

A tremendous amount has been written on culture shock experienced by people who leave their own cultures for another. This essay defines and describes culture shock and clash in general, discusses the literature related to different aspects of culture shock as it relates to international students, describes other related library literature, describes the research of several experts in other fields, and discusses some implications, applications, and solutions.     

Assessing information literacy in first year writing

As the programmatic instructional offerings of academic libraries expand and grow more complex, so too does the effort to effectively assess these programs. In particular, programs informed by the Framework for Information Literacy for Higher Education are placing librarians in a position to affect institutional outcomes, related to student learning and critical thinking, on a foundational level. In order to assess one particular scaffolded instructional program, the authors of this study collected a variety of data from instructional attendees over a period of four semesters. Through subsequent analysis, these data provided researchers with a means to explore multiple facets of the local instructional environment, including both direct and peripheral intervening factors associated with a program of ongoing support for the development of information literacy (IL) competencies among students enrolled in a first-year writing course. Importantly, this study's findings help to highlight the importance of course-integrated IL content via pre/post-IL session support provided by writing instructors, as well as instructional effectiveness on the part of librarian instructors. Together these facets of the learning environment promote positive affective outcomes for student learners in the context of their development of IL competencies.     

Current status of information literacy instruction practices in medical libraries of Pakistan

Objectives:

The research explored the current practices of information literacy (IL) instruction in medical libraries of Pakistan.

Methods:

A semi-structured questionnaire was mailed to the head librarians of all 114 academic medical libraries in Pakistan. It investigated the types of IL instruction provided, topics covered, methods of delivery and assessment, level of integration in the curriculum, and level of collaboration with teaching staff.

Results:

The study revealed that 74% of the respondents had offered some types of IL instruction in their institutions during the previous year, ranging from library orientation to research-level skills. IL instruction is typically only offered to new students or first-time library users or on demand. A majority of the respondents developed IL instruction programs without faculty involvement. Librarians were primarily responsible for offering IL instruction in medical institutions. Face-to-face instruction in computer labs or lecture halls and individual instruction at reference desks were identified as the most common IL instruction delivery methods. The data indicated that oral feedback, written feedback, and searching in a computer lab were the most popular assessment methods that medical librarians used.

Conclusion:

IL instruction activities in medical libraries of Pakistan are in their infancy. Medical librarians also lack systematic approaches to IL instruction.

Implications:

Medical librarians need to develop educational partnerships with faculty for integrating IL instruction into the mainstream curriculum.     

Planning computer literacy evaluations and lasting changes in introductory computer instruction programs

This paper presents four major issues associated with computer literacy: (1) societal effects brought on by the attitudes of tomorrow's worker and today's student; (2) problems associated with computerizing industries in underdeveloped countries; (3) techniques for maintaining worker productivity in computerized industries; and (4) computers and the future of literacy. Current problems are identified, and possible solutions are reported.     

Students perceptions on the long-range value of information literacy instruction through a learning community

Whereas academic library participation in learning communities has become visible in recent years, the literature is still lacking research studies providing assessment data. This article offers the first perspective from students on the value of information literacy instruction through a learning community and the impact that instruction has on academic careers. A qualitative research method of focus group interviews was employed to solicit opinions from students who completed during a three-year period the University of Hawaii at Manoa's (UHM) Libraries, Scholarship, and Technology (LIS 100) learning community course. The findings indicate learning communities provide a valuable context for learning both affective and cognitive information literacy skills necessary in an undergraduate education.     

Online information literacy instruction in Mexican university libraries: The librarians' point of view

Online information literacy instruction is becoming increasingly popular among university libraries, although the level of its development varies from institution to institution. In this study, we seek to ascertain implementation levels for online information literacy instruction among university libraries in Mexico, as well as librarians' experiences, opinions, and attitudes with regard to this instruction modality. To this end, we analyzed data collected between November 2015 and January 2016 through a survey that was sent to 559 libraries at Mexican public universities and completed by 189 librarians. The results show a limited development of information literacy instruction in general and in online instruction in particular, despite the recognition of its importance and usefulness. The main barriers to implementation that were identified were a lack of technological resources and of personnel qualified to undertake these tasks. The main challenges that the libraries that do provide online instruction have had to face are related to a lack of institutional support, a lack of cooperation on the part of faculty members, students' motivation, and librarians' expertise.     

Library and information literacy instruction in Israeli colleges and universities: A preliminary survey

Abstract

Library instruction is universal in post-secondary educational institutions in Israel. Information literacy instruction is in its infancy. Israeli students experience significant difficulties in using English language resources.     

Innovative use of the home page for library instruction

The World Wide Web is providing the technological basis for many libraries to offer automated instruction for the first time. An increasing number of libraries are designing innovative instruction on their home pages. Reviewing these contributions, looking at the process of innovation, and observing the basic principles of instructional design, which include (1) setting goals; (2) determining organizational design; (3) evaluating; and (4) revising the program, will support librarians in their effort to create effective and innovative instruction on their home pages.     

Librarian views of the ACRL Framework and the impact of covid-19 on information literacy instruction in community colleges

Community colleges offer a unique context in higher education and yet specific guidance on implementing the ACRL Framework in community colleges is lacking. Semi-structured interviews with 30 community college librarians who had instruction duties explored the state of the implementation of the Framework in community colleges and the effect of the recent pandemic on information literacy instruction (ILI). The Framework is most lauded for its effect on the design and delivery of instruction, but its components mainly underpin ILI rather than being explicitly taught. The pandemic limited one-shot information literacy instruction but opened up opportunities for embedding librarianship in online courses. The value of this study lies in the potential for identifying opportunities for improving ILI in community colleges, based on a better understanding of librarians' attitudes and experiences of their instructional roles. Community college librarians with responsibility for ILI can be more fully supported when their instructional challenges are better understood.     

Librarians' use of HealthWeb for reference and instruction

HealthWeb is a selective Internet resource that links users to annotated, evaluated Internet resources in the health sciences. A collaborative effort of librarians from more than twenty academic institutions, it is a valuable tool for librarians at the Reference Desk and during instruction sessions. Contents of the Reference Resources section are highlighted, as well as an example of use of the Nursing page during a typical class.     

The effects of inquiry-based information literacy instruction on memory and comprehension: A longitudinal study

How information literacy instruction affects students' learning has been a concern for many librarians and teachers. This study examines the effects of six-year integrated information literacy instruction on elementary students' memory and comprehension of subject content through inquiry learning and also focuses on the moderating factor of students' academic achievement levels. The subjects were 75 students participating in the study from the time when they entered elementary school. The school adopted information literacy instruction and integrated it into various subject areas using the framework of inquiry learning, for example, the Super3 and Big6 models. A total of 11 inquiry learning projects were implemented from Grade 1 through Grade 6. The results showed that inquiry-based integrated information literacy instruction helps students memorize facts and apply new concepts in the subject content. In general, the progress level in comprehension was higher than in memory learning for the six-year integrated information literacy instruction. Regardless of students' prior academic achievement levels, if they devoted their efforts to inquiry processes, their fact memorization and conceptual understanding of subject content improved. Low-achieving students displayed the most progression in both memory and comprehension learning, compared to their medium- and high-achieving peers. This study underscores the importance of information literacy instruction in students' learning.     

Success of reiterative instruction: Looking at faculty-librarian collaboration to improve information literacy in political science education

The purpose of this case study was to ascertain if college students’ information literacy improves through a faculty-librarian collaboration involving a session of library instruction as part of a regular political science course. The authors conducted two surveys to determine if in-person library instruction increases students’ research abilities. The authors surveyed political science faculty to discover their attitudes toward library research instruction. They also surveyed political science students to gauge their opinions on the value of library instruction and to see if there is a connection between their research proficiencies and instruction by a librarian. Through this case study, the authors found that such instruction does improve information literacy. The researchers concluded that for faculty and colleges interested in improving information literacy skills in undergraduate political science students, such library instruction is helpful towards that goal.     

Information literacy proficiency: Assessing the gap in high school students' readiness for undergraduate academic work

This study examines how high school students' information literacy (IL) skills prepare them for academic work in the digital age. The project included: (a) an audit of university IL practices; and (b) the administration of the James Madison University (JMU) Information Literacy Test (ILT) to 103 twelfth grade students in Alberta, Canada. Due to the low stakes of the test, there was concern about the reliability of the results. Rapid guessing, response time effort, and motivation filters were applied to confirm the reliability of the results. Results indicate a gap between expectations of high school students and their skills. Using a standardized test, potential incoming undergraduate IL proficiency was identified, including student strengths and weaknesses. The audit identified IL policies and practices at the university, indicating discrepancies in the IL instruction students may receive. Findings indicate that students lack the IL proficiency required to succeed in the post-secondary educational environment, and the libraries are not prepared to effectively address this gap.     

The peritextual literacy framework: Using the functions of peritext to support critical thinking

The peritextual literacy framework (PLF) is a tool for accessing, evaluating, and comprehending the content of media using elements that frame the body of a work and mediate its content for the user. Paratextual elements are the focus of research in classification, bibliometrics, reader’s advisory work, and in studies of authorship and publication. However, paratextual theory is just beginning to be acknowledged in LIS. The PLF closes a gap in paratext theory by categorizing the functions of peritext into six types: production, promotional, navigational, intratextual, supplemental, and documentary. The PLF is unique that it provides both a framework for further research on peritext, as well as a pedagogical tool that supports teaching in the areas of information literacy, media literacy and analysis, critical thinking, reading, and media design and production.     

Understanding millennial learning in academic libraries: Learning styles,emerging technologies,and the efficacy of information literacy instruction

Abstract

Millennials, or Generation Y learners, are one of the largest constituencies academic libraries serve today. Understanding how and why these technology-savvy students learn increases the efficacy of information literacy instruction and ensures that libraries remain relevant in the digital age. This article addresses the complexity of the millennial learning phenomenon and its implications for instructional design and teaching in physical and virtual library environments. To situate millennial learning in the context of academic library instruction, this paper takes a large-scale, holistic approach that includes consideration of millennials’ learning styles, emerging technologies, and a multitude of other issues affecting Generation Y learning.