Search (9 results, page 1 of 1)

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Abstract

This paper reports results from an exploratory study investigating the factors affecting student learning outcomes of information literacy instruction (ILI) given at business schools. Specifically, the potential influence of student demographics, learning environment factors, and information literacy program components on behavioral, psychological, and benefit outcomes were examined. In total, 79 interviews with library administrators, librarians, teaching faculty, and students were conducted at three business schools with varying ILI emphases and characteristics. During these interviews, participants discussed students' ILI experiences and the outcomes arising from those experiences. Data collection also involved application of a standardized information literacy testing instrument that measures student information literacy competency. Analysis yielded the generation of a new holistic theoretical model based on information literacy and educational assessment theories. The model identifies potential salient factors of the learning environment, information literacy program components, and student demographics that may affect ILI student learning outcomes. Recommendations for practice and implications for future research are also made.

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Abstract

Purpose - This paper seeks to identify the changes in cognition associated with becoming information-literate, specifically, in relation to the evaluation of information. Additionally, it puts forward a model for a teaching and learning intervention that engages the learner and leads to higher order information literacy (IL) thinking. From a theoretical perspective the research integrates ideas from the fields of IL, teaching and learning, e-learning and information behaviour (IB). Design/methodology/approach - Three interventions were designed to develop the information literacies of first-year undergraduates studying Sport and Exercise at Staffordshire University, to teach and test IL. Interventions took a blended approach and combined face-to-face and online social network learning (OSNL) - also referred to as social media learning (SML) - and focused on one aspect of information literacy: the ability to evaluate source material. Data were captured via interviews, focus groups and from the online discussion that was analysed thematically and categorised using task, behaviour, cognitive states, affective states, cognitive states and knowledge. This helped to evaluate the efficacy of the interventions and provided data for further analysis. This paper focuses on the cognitive data and their transitions during the interventions and, in particular, among those respondents who experienced OSNL. Findings - The changing cognitive states, associated with IL learning were modelled and made evident key cognitive states and transitions. This is represented in the paper in diagrammatic and mathematical notation. The findings indicate the complexity of the information behaviours associated with IL including the cognitive, behavioural, cognitive and affective elements. Although the cognitive transitions are the focus of this paper, an insight is also given into an IL intervention that fosters the capability to interact critically and reflectively with information. The pedagogy that underpins these changes is indicated. The intervention, which incorporated OSNL, proved the most successful. Research limitations/implications - Undergraduate students' IB can be changed and IL developed. Additional long-term data would have indicated whether this intervention had a lasting impact on the undergraduates. Practical implications - IL practitioners should consider incorporating OSNL and assessment in their interventions. Incorporating discussion, reflection and peer-to-peer assessment is likely to lead to deeper learning when teaching IL. Originality/value - The research adds detail to the understanding of the cognitive, behavioural, affective and cognitive states associated with IL and makes explicit how these may change, as the learner becomes information-literate.

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Abstract

This is a case study on information literacy (IL) practices in university libraries in Nigeria, the UK and the US. An online questionnaire was used for data collection. University libraries in the UK and US provide IL training in all the areas mentioned compared to university libraries in Nigeria. There are differences between university libraries in UK, US and Nigeria in IL training delivery methods. However, barriers such as lack of facilities, lack of understanding of IL, students' nonchalant attitude towards attending IL sessions, and low acceptance of the online approach were identified as factors militating against librarians' efforts when advocating and providing IL training in the university libraries in Nigeria, while barriers such as lack of time allotted for teaching IL skills, students tendency to be apathetic and bored, and a lack of understanding of what IL is were mentioned by the libraries studied in the UK and US. To have effective IL training programmes, university authorities in developing countries should see the need to provide the necessary facilities such as computers with stable Internet access in university libraries, regular power supplies, and training of librarians on IT. Most of all, librarians should collaborate with other stakeholders in their institutions to ensure an IL policy formulation and implementation in their institutions.

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Abstract

As new technologies and information delivery systems emerge, the way in which individuals search for information to support research, teaching, and creative activities is changing. To understand different aspects of researchers' information-seeking behavior, this article surveyed 2,063 academic researchers in natural science, engineering, and medical science from five research universities in the United States. A Web-based, in-depth questionnaire was designed to quantify researchers' information searching, information use, and information storage behaviors. Descriptive statistics are reported. Additionally, analysis of results is broken out by institutions to compare differences among universities. Significant findings are reported, with the biggest changes because of increased utilization of electronic methods for searching, sharing, and storing scholarly content, as well as for utilizing library services. Generally speaking, researchers in the five universities had similar information-seeking behavior, with small differences because of varying academic unit structures and myriad library services provided at the individual institutions.

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Abstract

Reference librarians have the opportunity to interact with patrons and colleagues of many different backgrounds, languages, and cultures as a result of our increasingly interconnected and peripatetic world. In order to provide the best possible service to these varied communities, reference librarians should understand some of the culture differences that exist across countries, and in particular, the differences in the way that reference services are conceived and delivered in different countries. This study explores some of these differences in reference services by surveying current practitioners in thirteen countries to find out which competencies they believe are most important for academic reference librarians right now, and in the near future. The results of this study highlight some important commonalities and differences, and could help reference librarians to manage and meet the expectations of their international patrons, and perhaps help them to prepare for an international job experience of their own. Academic reference librarians may be interested to see the extent to which their counterparts in other countries face similar challenges and expectations with regard to delivering reference services. Teaching faculty in library science programs will be interested to understand reference competencies and expectations in other countries, especially as they teach greater numbers of international students or consider collaborating with international colleagues. In addition, an international understanding is important in developing students who can compete in a global job market.

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Abstract

The article reports the findings of a content analysis study of 16 student-group proposals for a grade eight history project. The students listed their topic and thesis in the proposal, and information in support of their thesis. The study's focus is this topic-to-thesis transition. The study's conceptual framework is Kuhlthau's six stage ISP Model's transition from exploring information in Stage 3 to formulating a focus or personal perspective on the assignment topic in Stage 4. Our study coding scheme identifies elements of the students' implicit knowledge in the 16 proposals. To validate implicit knowledge as a predictor of successful student performance, implicit knowledge was coded, scored, and then the correlation coefficient was established between the score and the students' instructors' marks. In Part 2 of the study we found strong and significant association between the McGill coding scores and the instructors' marks for the 16 proposals. This study is a first step in identifying, operationalizing, and testing user-centered implicit knowledge elements for future implementation in interactive information systems designed for middle school students researching a thesis-objective history assignment.

Date

22. 3.2013 19:41:17

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Abstract

The aim of this study was to measure the efficiency of the system by which scientists worldwide communicate results to each other, providing one measure of the degree to which the system, including all media, functions well. A randomly selected and representative sample of 246 active research scientists worldwide was surveyed. The main measure was the reported rate of "late finds": scientific literature that would have been useful to scientists' projects if it had been found at the beginning of these projects. The main result was that 46% of the sample reported late finds (±6.25%, p0.05). Among respondents from European Union countries or other countries classified as "high income" by the World Bank, 42% reported late finds. Among respondents from low- and middle-income countries, 56% reported late finds. The 42% rate in high-income countries in 2009 can be compared with results of earlier surveys by Martyn (1964a, b, 1987). These earlier surveys found a rate of 22% late finds in 1963-1964 and a rate of 27% in 1985-1986. Respondents were also queried about search habits, but this study failed to support any explanations for this increase in the rate of late finds. This study also permits a crude estimate of the cost in time and money of the increase in late finds.

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Abstract

Keeping up to date with research developments is a central activity of academic researchers, but researchers face difficulties in managing the rapid growth of available scientific information. This study examined how researchers stay up to date, using the information journey model as a framework for analysis and investigating which dimensions influence information behaviors. We designed a 2-round study involving semistructured interviews and prototype testing with 61 researchers with 3 levels of seniority (PhD student to professor). Data were analyzed following a semistructured qualitative approach. Five key dimensions that influence information behaviors were identified: level of seniority, information sources, state of the project, level of familiarity, and how well defined the relevant community is. These dimensions are interrelated and their values determine the flow of the information journey. Across all levels of professional expertise, researchers used similar hard (formal) sources to access content, while soft (interpersonal) sources were used to filter information. An important "pain point" that future information tools should address is helping researchers filter information at the point of need.

Source

Journal of the Association for Information Science and Technology. 68(2017) no.1, S.22-35

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Abstract

Large amounts of health-related information of different types are available on the web. In addition to authoritative health information sites maintained by government health departments and healthcare institutions, there are many social media sites carrying user-contributed information. This study sought to identify the types of drug information available on consumer-contributed drug review sites when compared with authoritative drug information websites. Content analysis was performed on the information available for nine drugs on three authoritative sites (RxList, eMC, and PDRhealth) as well as three drug review sites (WebMD, RateADrug, and PatientsLikeMe). The types of information found on authoritative sites but rarely on drug review sites include pharmacology, special population considerations, contraindications, and drug interactions. Types of information found only on drug review sites include drug efficacy, drug resistance experienced by long-term users, cost of drug in relation to insurance coverage, availability of generic forms, comparison with other similar drugs and with other versions of the drug, difficulty in using the drug, and advice on coping with side effects. Drug efficacy ratings by users were found to be different across the three sites. Side effects were vividly described in context, with user assessment of severity based on discomfort and effect on their lives.

Date

22. 1.2016 12:24:05