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Julien, H.: Where to from here? : Results of an empirical study and user-centred implications for system design (1999)
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- Abstract
- For some time now, we investigators into information behaviour have congratulated ourselves on our 'user-centred' approach to research. We claim that we have considered the user and her needs apart from information systems or services, and have stimulated development of those systems or services on the basis of user studies. 1 wonder, however, if it is time for a sober assessment of our real contributions.
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Detlor, B.; Julien, H.; Willson, R.; Serenko, A.; Lavallee, M.: Learning outcomes of information literacy instruction at business schools (2011)
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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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Detlor, B.; Julien, H.; Rose, T. La; Serenko, A.: Community-led digital literacy training : toward a conceptual framework (2022)
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- Abstract
- An exploratory study investigated the factors affecting digital literacy training offered by local community organizations, such as public libraries. Theory based on the educational assessment and information literacy instruction literatures, community informatics, and situated learning theory served as a lens of investigation. Case studies of two public libraries and five other local community organizations were carried out. Data collection comprised: one-on-one interviews with administrators, instructors, and community members who received training; analysis of training documents; observations of training sessions; and a survey administered to clients who participated in these training sessions. Data analysis yielded the generation of a holistic conceptual framework. The framework identifies salient factors of the learning environment and program components that affect learning outcomes arising from digital literacy training led by local community organizations. Theoretical propositions are made. Member checks confirmed the validity of the study's findings. Results are compared to prior theory. Recommendations for practice highlight the need to organize and train staff, acquire sustainable funding, reach marginalized populations, offer convenient training times to end-users, better market the training, share and adopt best practices, and better collect and analyze program performance measurement data. Implications for future research also are identified.
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Julien, H.: Bibliographic instruction trends in Canadian academic libraries (1997)
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- Source
- Canadian journal of information and library science. 22(1997) no.2, S.1-15
