scholarly journals Repurposing Zotero for sustainable assessment and scalable modified embedding

2015 ◽  
Vol 43 (1) ◽  
pp. 68-80 ◽  
Author(s):  
Rebecca Zuege Kuglitsch
Keyword(s):  
Information Literacy ◽  
Online Courses ◽  
Collaborative Work ◽  
Literacy Skills ◽  
Student Work ◽  
Content Type ◽  
Information Literacy Skills ◽  
Student Information ◽  
A New Technique ◽  
Practical Implications

Purpose – This paper aims to describe a new application of Zotero, a citation management system, for embedded librarianship and assessment. It explores student reception of this approach and maps Zotero’s capacities to represent citations to learning outcomes and information literacy frames that instruction librarians assess. Design/methodology/approach – The librarian worked with a course using Zotero group libraries for collaborative work, used Zotero to communicate with students and assess their information literacy skills and surveyed the students to determine their perception of librarian participation via Zotero. Findings – Using Zotero’s features made it possible to formatively and summatively assess student work quickly, and students were receptive to librarian participation via Zotero. Practical implications – This suggests that librarians facing difficulty embedding in online courses or those seeking to assess student work may wish to explore Zotero as a sustainable solution to both challenges. Originality/value – This paper posits a solution to common challenges for online embedded librarianship and suggests a new technique for assessing student information literacy in a context that supports information literacy.

Reliability and validity of self-efficacy scales assessing students’ information literacy skills

2017 ◽  
Vol 35 (5) ◽  
pp. 1035-1051 ◽  
Author(s):  
Khalid Mahmood
Keyword(s):  
Information Literacy ◽  
Self Efficacy ◽  
Design Methodology ◽  
Reliability And Validity ◽  
Literacy Skills ◽  
Psychometric Characteristics ◽  
Eligibility Criteria ◽  
Content Type ◽  
Information Literacy Skills ◽  
Practical Implications

Purpose This paper systematically reviews the evidence of reliability and validity of scales available in studies that reported surveys of students to assess their perceived self-efficacy of information literacy (IL) skills. Design/methodology/approach Search in two subject and two general databases and scanning of titles, abstracts and full texts of documents have been carried out in this paper. Findings In total, 45 studies met the eligibility criteria. A large number of studies did not report any psychometric characteristics of data collection instruments they used. The selected studies provided information on 22 scales. The instruments were heterogeneous in number of items and type of scale options. The most used reliability measure was internal consistency (with high values of Cronbach’s alpha), and the most used validity was face/content validity by experts. Practical implications The culture of using good-quality scales needs to be promoted by IL practitioners, authors and journal editors. Originality/value This paper is the first review of its kind, which is useful for IL stakeholders.

scholarly journals Wikipedia editing and information literacy: a case study

2017 ◽  
Vol 118 (1/2) ◽  
pp. 5-16 ◽  
Author(s):  
Lydia Dawe ◽  
Ainslie Robinson
Keyword(s):  
Action Research ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Student Assessment ◽  
Literacy Skills ◽  
Student Work ◽  
Content Type ◽  
Self Confidence ◽  
Information Literacy Skills

Purpose This paper aims to evaluate the success of a Wikipedia editing assessment designed to improve the information literacy skills of a cohort of first-year undergraduate health sciences students. Design/methodology/approach In this action research case study (known hereafter as “the project” to differentiate this action research from the students’ own research), students researched, wrote and published Wikipedia articles on Australia-centric health topics. Students were given a pre- and post-test to assess levels of self-confidence in finding, evaluating and referencing information. Student work was also analysed in terms of article length and quantity and the type of information sources used. Findings Tests revealed that students’ self-confidence in their information literacy skills improved overall. Analysis of student work revealed that students wrote longer articles and incorporated more references than expected. References used were of appropriate quality relevant to the article despite minimal instructions. Originality/value There are few studies that investigate information literacy development through Wikipedia editing in Australian universities. This study shows that Wikipedia editing is an effective way to carry out student assessment prior to essay writing and an innovative platform to improve information literacy skills in undergraduate students.

Lessons learned from designing flipped lessons for fourth grade students: implications for school librarians

2016 ◽  
Vol 33 (8) ◽  
pp. 19-23 ◽  
Author(s):  
Daniella Smith
Keyword(s):  
Focus Group ◽  
Student Perceptions ◽  
Information Literacy ◽  
Technology Implementation ◽  
Literacy Skills ◽  
Lessons Learned ◽  
Flipped Learning ◽  
School Librarians ◽  
Content Type ◽  
Information Literacy Skills

Purpose The purpose of this study is to examine student perceptions of flipped learning lessons designed to teach information literacy skills. Design/methodology/approach A mixed-method design was implemented using a paper-based survey and an online focus group. The survey asked questions about the participants’ perceptions of the flipped lessons. The focus group was used to clarify the participants’ responses to the survey questions. Findings A majority of the students enjoyed completing the lessons. Responses also indicated that a majority of the students felt that the lessons helped them prepare for class. However, issues with computers and internet connectivity at home resulted in some of the students completing the lessons before or after school. Research limitations/implications This study was limited to a class of 21 students enrolled in a public school in North Texas. Originality/value There is limited research supporting the value of flipped learning in relation to the technology implementation role of school librarians. This study provides insights into how school librarians can develop flipped learning lessons in collaboration with classroom teachers to improve the information literacy skills of students.

Examining digital information literacy as a determinant of women's online shopping behavior

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Munazza Mahmood ◽  
Syeda Hina Batool ◽  
Muhammad Rafiq ◽  
Muhammad Safdar
Keyword(s):  
Information Literacy ◽  
Online Shopping ◽  
Literacy Skills ◽  
Shopping Behavior ◽  
Digital Information ◽  
Content Type ◽  
Information Literacy Skills ◽  
Information Professionals ◽  
Online Shopping Behavior

PurposeThe present study aims to examine the current digital information literacy (DIL) skills of female online shoppers in Lahore city of Pakistan. Data were gathered from a purposive sampling of women, aged between 20–50 years who were buying products online, not from the traditional retail stores. Out of 309 received questionnaires, 269 responses were useable and were utilized for data analysis. Descriptive and inferential statistics were used to deduce inferences.Design/methodology/approachQuantitative research approach was employed for this study, and a survey was conducted to collect the data from the study's respondents. For data analysis, descriptive and inferential statistics were used.FindingsResults revealed that the digital information literacy skills of women were good to a moderate level. However, they were not confident in applying advanced searching options. In accordance with what was hypothesized in a directional hypothesis, DIL was found to be a strong predictor of online shopping behavior of women, consequently highlighting the importance of such competencies in modern life. Other findings illustrate that participating women rarely engaged in online shopping and felt hesitation in using credit/debit card for online transactions.Research limitations/implicationsThese observations highlight the important role of information professionals in creating digital literacy among different population groups, specifically women, by planning digital information instruction through courses, workshops and trainings. This could eventually be possible with the dynamic role of librarians or information professionals in the society.Originality/valueThe present study adopts the unique approach of measuring online shopping behavior of female shoppers in connection with their digital information literacy skills.

scholarly journals Collaboration between Librarians and Teaching Faculty to Teach Information Literacy at One Ontario University: Experiences and Outcomes

2021 ◽  
Author(s):  
Maureen J. Reed ◽  
Don Kinder ◽  
Cecile Farnum
Keyword(s):  
Information Literacy ◽  
Student Development ◽  
General Information ◽  
Literacy Skills ◽  
Individual Student ◽  
Unique Contribution ◽  
Literacy Knowledge ◽  
Information Literacy Skills ◽  
Teaching Faculty ◽  
Student Information

Purpose: In this study, we sought to describe information literacy success outcomes for students who participated in a university course where university librarians and teaching faculty collaborated in all aspects of the course including; curricular development, assignment development, in-class teaching, office hours for individual student development, and assessment activities. The authors wanted to examine student success in attaining information literacy skills following this one semester course. Further, the authors wanted to determine what difficulties in achieving expected information literacy levels persist even after intensive collaborative instruction. Finally, the authors wished to describe the challenges of these collaborations. Methodology: The focus of this study was to determine changes in first-year university students’ information literacy knowledge and skill following a thirteen week university preparation course that was developed through strong collaboration between university librarians and teaching faculty. Students entering their first semester of university were tested on their information literacy skills without feedback. They then took part in the required course and were post tested in the last week of the semester. Findings: Student showed strong increases in information literacy from this collaborative approach. In addition, teaching faculty and librarians felt positive about the collaborative experience. However, some students showed misunderstandings about information literacy that requires further research. Originality and Practical Implications: Our unique contribution here is our description, experiences and detailed outcomes with a collaborative process to teach information literacy. Based on our experiences here, we believe that collaboration will work best if it is planned at a curricular level, if the librarians are truly integrated into the classroom, if the librarians provide input on assignments and help with student feedback, and if targeted information literacy knowledge is tested. This planning takes time, but the librarians offer unique contributions and insight into issues surrounding information literacy that may not be obvious to faculty instructors. In our study, we also found that students confuse assignment requirements with general information literacy standards and those teaching information literacy need to be aware of these confusions. Finally, integration of librarians into college/university courses has benefits in terms of increases in student information literacy and increases in librarian knowledge of faculty expectations.

A call for libraries to go green

2012 ◽  
Vol 30 (3) ◽  
pp. 428-435 ◽  
Author(s):  
Ina Fourie
Keyword(s):  
Information Literacy ◽  
Design Methodology ◽  
Literacy Skills ◽  
Information Need ◽  
Full Spectrum ◽  
Content Type ◽  
Information Behaviour ◽  
Environmental Friendly ◽  
Making A Difference ◽  
Information Literacy Skills

PurposeWhen confronted with a problem where the solution is not clear or obvious, a first step would be to search for more information, trying to make sense of the problem. The intention of this contribution is to make sense of the call for “libraries to go green”, while at the same time to show the potential of explicitly considering information behaviour and the need to draw on the full spectrum of information literacy skills (e.g. recognising and expressing an information need, seeking, using, and disseminating information) to stimulate librarians' interest and confidence in taking on the challenge of going green and making a difference.Design/methodology/approachThe column will be written against the background of research from information literacy, information behaviour, and research on sustainable and environmental friendly library and information (LIS) services.FindingsAlthough rather a limited number, publications on “going green” and the “paperless” library/society address a variety of issues ranging from planning “green” library buildings, to assessing the experiences of LIS professionals in developing sustainable “green libraries”, to information behaviour in using e‐books in academic contexts. Considering the finding and use of information on “going green”, from an information behaviour perspective, helps to bring many issues to consider in furthering research on “going green” to the front.Originality/valueAlthough much has been published about information behaviour and information literacy, and although attempts of publishing on various issues of “green” libraries are noted, the author is not aware of other work aligning these issues.

‘Read it, now what? Engaging students with information literacy’

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Karen Foord
Keyword(s):  
Student Engagement ◽  
Information Literacy ◽  
Education Institution ◽  
Literacy Skills ◽  
Pass Rate ◽  
Content Type ◽  
Health And Social Care ◽  
Information Professional ◽  
Information Literacy Skills ◽  
The Relationship

PurposeThe purpose of this action research study was to explore whether enabling work-based students to identify their information literacy (IL) needs and participate in activity design would increase their IL and enhance their academic performance.Design/methodology/approachInitially students reflected on their own knowledge, skills and engagement with IL. Next, they identified aspects of IL that challenged them. Students worked in small groups to identify tasks and activities to enhance their skills. They completed practical IL tasks during a taught session. A scoring rubric assessed student engagement with IL. Concurrently a qualitative questionnaire was developed and used to explore the student experience of the intervention.FindingsThe study found that students did engage with information literacy and there was an improvement in the pass rate from previous cohorts. The qualitative analysis demonstrated that students felt that the interaction had benefitted their engagement with IL and their learning and understanding as a result.Research limitations/implicationsThis study was a small study at one higher education institution and cannot therefore be considered generalizable. It does nevertheless provide valuable insights in terms of student engagement with IL.Practical implicationsThis study influenced the delivery of the subsequent modules. It has the potential to influence the delivery of information literacy skills on health and social care apprenticeships.Originality/valueThis paper adds to the literature exploring the relationship between students and information literacy. Enhancing the discourse from the instructor perspective rather than that of the information professional.

Impact of an Embedded Librarian Model on Student Information Literacy Skills

2018 ◽  
Vol 72 (4_Supplement_1) ◽  
pp. 7211510207p1
Author(s):  
Elaina DaLomba ◽  
Kaitlin Sauder ◽  
Melanie Watson ◽  
Kyle Soldevilla ◽  
Samantha O’Neill
Keyword(s):  
Information Literacy ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Embedded Librarian ◽  
Student Information

scholarly journals Norming a VALUE rubric to assess graduate information literacy skills

2016 ◽  
Vol 104 (3) ◽  
Author(s):  
David J. Turbow ◽  
Julie Evener, MLIS
Keyword(s):  
Case Report ◽  
Peer Review ◽  
Information Literacy ◽  
Review Essay ◽  
Health Sciences ◽  
Literacy Skills ◽  
Patient Case ◽  
Rater Reliability ◽  
Student Work ◽  
Information Literacy Skills

Objective: The study evaluated whether a modified version of the information literacy Valid Assessment of Learning in Undergraduate Education (VALUE) rubric would be useful for assessing the information literacy skills of graduate health sciences students.Methods: Through facilitated calibration workshops, an interdepartmental six-person team of librarians and faculty engaged in guided discussion about the meaning of the rubric criteria. They applied the rubric to score student work for a peer-review essay assignment in the ‘‘Information Literacy for Evidence-Based Practice’’ course. To determine inter-rater reliability, the raters participated in a follow-up exercise in which they independently applied the rubric to ten samples of work from a research project in the doctor of physical therapy program: the patient case report assignment.Results: For the peer-review essay, a high level of consistency in scoring was achieved for the second workshop, with statistically significant intra-class correlation coefficients above 0.8 for 3 criteria: ‘‘Determine the extent of evidence needed,’’ ‘‘Use evidence effectively to accomplish a specific purpose,’’ and ‘‘Access the needed evidence.’’ Participants concurred that the essay prompt and rubric criteria adequately discriminated the quality of student work for the peer-review essay assignment. When raters independently scored the patient case report assignment, inter-rater agreement was low and statistically insignificant for all rubric criteria (kappa¼[1]0.16, p.0.05–kappa¼0.12, p.0.05).Conclusions: While the peer-review essay assignment lent itself well to rubric calibration, scorers had a difficult time with the patient case report. Lack of familiarity among some raters with the specifics of the patient case report assignment and subject matter might have accounted for low inter-rater reliability. When norming, it is important to hold conversations about search strategies and expectations of performance. Overall, the authors found the rubric to be appropriate for assessing information literacy skills of graduate health sciences students.

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