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Information Literacy for Lifelong Learning
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This study investigated the influence of information literacy (IL) skills on students' information seeking behaviour and lifelong learning skills in Higher Educational institutions in Ghana, with particular reference to the University of Cape Coast (UCC). Using a mixed method approach, 278 students from the College of Education Studies, UCC were sampled for the study. The components of the American College and Research Library (ACRL) model was used to measure the information literacy competence level of the students. A content and bibliographic evaluation of students’ research projects were conducted using document analysis. Pearson product-moment correlation coefficient was used to determine the association between information literacy skills and information seeking behaviour of students from data collected through questionnaires, interviews and document analysis. The results revealed that respondents had developed substantial skills in information literacy and lifelong learning skills and thus adopted positive attitudes in information seeking. The paper concludes that majority of the students were confident users of information. The study recommends that academic libraries should make available a wide array of information sources and deliberately run programmes to introduce students to those information sources as a way of building their competency levels in information literacy.
This study examined the effect of information literacy (IL) on work performance with mediating role of lifelong learning and creativity among journalists in Pakistan. A cross-sectional survey using an online questionnaire was conducted in the press clubs of four provinces (e.g., Punjab, Sindh, Khyber Pakhtunkhwa, and Baluchistan) and the federal capital Islamabad for data collection. The received 1084 responses were analyzed using the partial least squares structural equation modelling. The results indicated that IL of journalists had a direct and indirect but positive influence on their work performance. The lifelong learning and creativity skills also mediated the relationship between IL and work performance. This study provided empirical evidence for how IL directly influence work performance and indirectly with the mediated role of lifelong learning and creativity. These pragmatic insights may inform academicians and enterprises about the IL importance at workplace for enhancement of organizational performance and achieving a competitive advantage. Such results may also initiate an instruction program for existing as well as for prospective journalists to impart IL education. This study could be a worthy contribution to the existing IL research in the workplace context in general and of journalists’ workplace in particular as no such study has appeared so far.
Older adults are especially susceptible to fake news online, possibly because they are less digitally literate compared to younger individuals. Interventions for older adults have emerged to improve digital literacy, although there has been little evaluation of their effectiveness in improving older adults’ resilience to fake news. We report the results of a digital literacy intervention for older adults administered during the 2020 U.S. election. The intervention was a 1-hour, self-directed series of interactive modules designed to teach concepts and skills for identifying misinformation online. Consistent with our pre-registered hypothesis, older adults (Mage = 67) in the treatment condition (N = 143) significantly improved their likelihood of accurately discerning fake from true news from 64% pre-intervention to 85% post-intervention. In contrast, older adults in the control condition (N = 238) did not significantly improve (from 55% to 57%). The treated older adults were also more likely to employ strategies for identifying misinformation online compared to pre-intervention and the control group.
Purpose
This paper aims to uncover the current status of information literacy (IL) instruction through massive open online courses (MOOCs), comparing the content and instructional design of existing offers and showing avenues for future MOOCs.
Design/methodology/approach
An extensive search for existing MOOCs on IL revealed 11 offers that are available for analysis. A content analysis is conducted to compare their content and instructional design. The category system is based on the IL standards and performance indicators of the Association of College and Research Libraries (2000), which has been supplemented with additional categories and an evaluation grid for MOOCs.
Findings
The results suggest first, that the topics covered by IL MOOCs differ widely. While some of the MOOCs mainly reflect the performance indicators suggested by the ACRL standards on IL from 2000, some other MOOCs focus on completely different topics such as fake news or internet security. Second, they show that MOOCs on IL tend not to emphasize subject-specific and country- or culture-specific contexts. Third, it shows that input-based teaching approaches dominate, while collaborative and interactive activities are only rarely used. Fourth, they allow drawing a possible connection between student engagement and design of the learning contents.
Research limitations/implications
This work reflects the current status of IL facilitation through MOOCs. Further research is needed.
Practical implications
The results confirm that MOOCs are a promising approach for developing IL skills and provide avenues for future MOOC projects, especially on IL.
Originality/value
This paper is one of few works to discuss IL facilitation through MOOCs.
The purpose of the present study is to examine the effect of information literacy skills instruction on the lifelong learning readiness of users in Iranian public libraries. To this end, 30 active users of two libraries were randomly placed in control and experimental groups. Information literacy skills were taught to the experimental group over one and a half months. The results revealed that information literacy instruction led to a significant increase in readiness for self-directed learning and readiness to overcome deterrents to participation. According to the findings, information literacy skills instruction made a significant difference to the information literacy of users in Iranian public libraries. The results of this study encourage public libraries to plan for the implementation of information literacy instruction in order to make public libraries lifelong learning centres.
Background: The use of medication during pregnancy is very common. Medication safety has been a great concern among pregnant women and is highly influenced by women’s medication information literacy (MIL). There have been few studies focusing on MIL of pregnant women in China. The misuse of medication during pregnancy may impose on risks on pregnancy.
Objectives: The focus of this study was to investigate the MIL of pregnant Chinese women and to identify influencing factors.
Methods: Convenience sampling was used following the distribution of a researcher-designed questionnaire to pregnant women at obstetric clinics. A scale was developed to evaluate participants’ MIL which included medication information needs, medication information sources, medication information quality discrimination, medication information source awareness, and medication-taking behavior. Demographic characteristics of participants, health status and medication use during pregnancy were also collected.
Results: Questionnaires were completed by 570 participants, yielding a 99% response rate. The total score on the Pregnant Women’s Medication Information Literacy Scale ranged from 47 to 96 with a mean score of 74.25 ± 8.22. A total score of 80% or higher indicated the participants’ have sufficient medication information literacy which was achieved by 28.2% of the sample. Rate of participants who have sufficient MIL on subscale domains were: medication information needs (76.6%), medication-taking behavior (49.9%), medication information source awareness (26.8%), medication information quality discrimination (17.3%) and medication information sources (15.3%). Significant differences were found in the MIL of participants related to education level, location of residence, occupation, household income, age, weeks of gestation and medication history (p < .05). Binary logistic regression analysis indicated that education, income level, location of residence, occupation, and weeks of gestation affected participants’ MIL.
Conclusions: The overall MIL is low among pregnant Chinese women, which suggests a need for healthcare professionals focusing on medication safety teaching to pregnant women. Interventions by health care professionals in obstetric clinics that promote MIL and prevent adverse events related to medications should be individualized based upon pregnant woman’s education level, financial resources, community of residence, occupation and week of gestation.
To fully understand the phenomenon of massive open online courses (MOOCs), it is important to identify and map trends and patterns in research on MOOCs. This study does so by reviewing 362 empirical articles published in peer-reviewed journals from 2008 to2015. For the purpose of this study, content analysis and discourse analysis were employed to analyze the articles. Accordingly, the trend line showing the number of articles per year indicates that the extent of research on MOOCs is likely to increase inthe coming years. In terms of research areas, the findings reveal an imbalance and three research areas out of fifteen constitute more than half of all research on MOOCs. With regard to types of MOOCs, related literature is dominated by research on xMOOCs. The discourse in MOOC articles takes a mostly neutral standpoint, articles with a positive outlook outweigh those that are negative, and there is an increase in a more critical discourse. Theoretical or conceptual studies are preferred by researchers, although MOOC research generally does not benefit from being viewed through theoretical or conceptual lenses.
The concept and practice of information literacy has been widely discussed in library and information professional literature in recent years. In the main, these discussions have focussed on practice in Higher Education (HE), specifically on how librarians may be involved in developing the skills of students to enable them to maximise the use of academic resources, predominantly librarybased, in order to meet the requirements of learning outcomes of their courses. More recently this focus has widened to examine transition from school and Further Education (FE) into University but also into the workplace, recognising the UNESCO assertion that information literacy is a process for lifelong learning (UNESCO, 2006) (eg Antonesa, 2007, Julien & Barker, 2009). The identification of information literacy as an attribute of employability and the concepts, policies and practices of workplace information literacy is the subject of this review. Here, key texts are drawn from academic theoretical and practice-based research and official reports from stakeholders including government, professional associations and industry and commerce in order to provide an overview of the main issues around workplace information literacy, focusing on employability and transition, context and theory, practice and policy. The purpose of the review is to inform CILIP members of the wide range of issues in this developing area in order that they may contribute to its development at all levels in an informed manner.
Purpose: Information Literacy (IL) within the everyday life context is regarded as an important condition for civic participation and engagement, informed citizenship, health and well-being. However, compared to the significant amount of IL research within educational and workplace settings, there has been relatively little research in relation to the value of IL within everyday life situations. This paper explores existing empirical research that addresses aspects of IL within the context of everyday life, identifying current gaps in the literature, highlighting key theoretical positions, and mapping trends.
Design/methodology/approach: The review has been conducted in the form of a scoping study that aims to map the key concepts underpinning this research area and the main sources and types of evidence available. It is based on journal literature reporting primary research, published from 2000-2016 and sourced from a range of different databases covering information literacy research.
Findings: Information literacy practices take place within diverse everyday life contexts. The key research directions have been categorised into four broad contextual areas, encompassing leisure and community activities, citizenship and the fulfilment of social roles, public health and critical life situations. These point to the need for developing an information literacy mind-set which is discussed as an adaptive, transferable and on-going activity that transgresses the boundaries of prescribed skills within the specific contexts of work and education.
Originality/value: This research area is still in its infancy and more varied contexts need to be explored to nurture a robust understanding of the use and impact of IL in people?s everyday lives. The paper also highlights the implications of the lack of IL and identifies the key players in the advocacy of IL within different everyday life settings.
In the foreseeable future, Asia will face some daunting demographic, economic and environmental challenges, all of which will necessitate the acquisition of new knowledge and skills if development in the region is to be sustainable and to cope with the impact of climate change and advances in science and technology. In this chapter, it is argued that skills development throughout life is crucial for all, for the entire workforce ranging from ‘knowledge workers’ to those living in poverty and refugees (political, economic and environmental). The research suggests that VET, industry-based training and adult and continuing education play a pivotal vital role in providing the ‘additionality’ needed for sustainable development and that skills development must be an integral part of education at all levels and in all of its form.
Lifelong learning is the lifewide, voluntary and self-motivated pursuit of knowledge for not only personal but professional reasons as well. It does not only enhance social inclusion, active citizenship and individual development, but also increases competitiveness and employability. The importance of Lifelong Learning has been increasing for some important reasons. These are increasing of life expectancy, increasing the "old-age dependency" ratio, to desire for increasing the life quality, and trying to keep themselves in good physical and mental condition by humans. Due to these reasons, the importance of Lifelong Learning has been increasing.
This review article seeks to prepare the ground of lifelong leaning (LLL) realization, enabling one to understand its concept and plan processes in learning lifetime. It is made by a survey among scientific works on the topic. LLL comprises all phases of learning, from pre-school to post-retirement, and covers the whole spectrum of formal, non-formal and informal learning. It means that learning is a process occurs at all times in all places. It should be a process of continuous learning that directed towards not only providing the individual needs, also that of the relevant community.
The purpose of this paper is to present a broader analytical insight to the information literacy concept, in order to achieve an information literate society. The concept and its practical approach towards achieving an information literate society will be discussed in detail in this paper. Information literacy is a set of skills required by a person to find, retrieve, analyze and use information. Information literacy is directly linked with lifelong learning, critical thinking, and learning to learn concepts of education. Many Sri Lankans are badly handicapped with a lack of need of the essential skills to enter the information literate society. There are many reasons for this inadequacy, and the lack of information literacy skills have been identified as one of them. Information literacy skills are achieved by students, through student centered, resource based teaching learning methods that direct them towards deep learning, thus creating an information literate society. To achieve this goal all sectors of library staff in Sri Lanka need to be educated to commence information literacy projects. Basically information literacy programmes are action oriented, while helping to solve the real life problems and making the correct decisions. In addition this paper also proposes to discuss the available information literacy models and their practical approach, information literacy standards, and available frame works. A sample information literacy programme, curriculum, and assessment methods, are also elaborated in this study; with their practical approach in relation to the Sri Lankan context.
Purpose: A report is given on a survey of international good practices in information literacy education, the first stage of an Erasmus+ project, Information Literacy Online (ILO), which is creating a multi-lingual and multi-cultural MOOC for information literacy instruction.Methodology/approach: The survey was based on a selective identification and analysis of published literature and Internet sources, qualified by expert opinion.Results: The results are summarised in five sections: definitions, models, content, and contexts for information literacy; frameworks and methods for teaching and learning of information literacy; information literacy learning materials; multicultural and multilingual aspects of information literacy education; use of MOOCs for information literacy education.Research limitations: The review is selective rather than comprehensive, and focuses on those issues of most significance for the development of the ILO MOOC.Originality/practical implications: Although the findings are directed to support the development of the ILO MOOC, it is hoped that they may be of more general interest to those involved in information literacy instruction.
Ongoing education in mental health literacy offered by academic, clinical, and hospital librarians paired with health science professionals presents ideal opportunities for continued improvement of practical, lifelong skill sets in research and mental health literacy. This review synthesizes where academic and hospital librarians have been integral in providing information literacy instruction for health science students and medical professionals; information literacy has transformed theoretical research into practical and lifelong opportunities for practicing mental health literacy; and medical professionals transfer prior information literacy and evidence-based practice training to mental health literacy as workplace practices in hospital and health care settings.
Introduction: This paper addresses the information practices of hyperlocal democratic representatives, and their acquisition and application of information literacy skills.
Method: 1034 Scottish community councillors completed an online questionnaire on the information-related activities they undertake as part of their voluntary roles, and the development of supporting competencies. The questions related to: information needs for community council work; preparation and onward dissemination of information gathered; factors that influence community councillors’ abilities to conduct their information-related duties.
Analysis: Data were summarised for quantitative analysis using Microsoft Excel. Free text responses were analysed in respect of the themes from the quantitative analysis and literature.
Results: Everyday life and workplace roles are perceived as the primary shapers of information literacy as a predominantly joint competence.
Conclusion: The focus of information literacy development has traditionally been the contribution of formal education, yet this study reveals that prior employment, community and family roles are perceived as more important to the acquisition of relevant skills amongst this group. This widens the debate as to the extent to which information literacy is specific to particular contexts. This adds to arguments that information literacy may be viewed as a collective accomplishment dependant on a socially constructed set of practices.
URL = http://www.informationr.net/ir/25-4/isic2020/isic2008.html
This article examines the evolution of information literacy over 43 years (from 1975 to 2018), using knowledge visualization and mapping of its literature, as indexed in the Scopus database. Results reveal that information literacy has evolved from being a library- and/or librarianship-oriented concept to a multidisciplinary field and is no longer restricted to social sciences but is spread across 27 disciplines in Scopus’ subject classification. New literacies have emerged after 2000 to include digital literacy, media literacy, health literacy, business information literacy, metaliteracy, content literacy, workplace information literacy, scientific literacy and science literacy. Library instruction remains a prominent method of information literacy delivery in academic libraries. We conclude that information literacy is dynamic and spread across many disciplines and would, therefore, require interdisciplinary and collaborative approaches for its effective delivery in what is turning out to be diverse and complex information and learning environments.
This paper is a review of reports on information literacy and the workforce. There is a substantial body of literature on information literacy in K-16 educational settings, but there is much less literature on implications for the workplace and job-related lifelong learning. The topical categories of the reports are: the importance of information literacy for the workforce; how information literacy differs in work andeducational settings; and barriers to information literacy in the workplace. The paper concludes with recommendations for practice and for further research.
Information literacy is essential in facilitating evidence-based practice (EBP) activities. In vascular nursing, the implementation of EBP is of utmost importance. Best practice grounded in research evidence can contribute to improved patient care outcomes for individuals with vascular disease. The following paper discusses information literacy competencies for nurses to develop in the context of EBP, with an emphasis on formulating a clinical question and searching for evidence. Relevant health science information resources are described, including their value and purpose in the 6S model of evidence. Also discussed are practical and supportive solutions with proven effectiveness in ensuring nurses' success with EBP.
Technology change is a key factor in the change of lifestyles in the society in the 21st century. The rapid alternation of computers, the Internet, and smart phones has human beings live in the Information-Built environment. Information technology is also applied to measure the modernization of a nation. A lot of countries even list computer learning as a primary course in the compulsory education, as the one mastering the latest information in the information flood could dominate everything and present better competitiveness in the world. Such a trend reflects on the education, especially the informatized administrative environments and information integrated instruction in schools, because convenient network information enhances interpersonal interaction breaking through traditional restrictions of space and time. Aiming at the teachers of universities in Fujian Province, total 500 copies of questionnaires are distributed, and 276 valid copies are collected, with the retrieval rate 55%. The research results show significant correlations between 1. information literacy and lifelong learning, 2.lifelong learning and school effectiveness, and 3.information literacy and school effectiveness. This study could help educational sectors better understand the current situation and discover the encountered problems and challenges. Based on such situations, suggestions are provided for education sectors. In addition to the academic contribution, this study also presents the value for practical reference.
Information literacy practice plays a key role in the transitional processes of individuals within new intercultural settings. While this ability to adjust to new cultural contexts is increasingly important within today's multicultural societies, campuses and workplaces, typical approaches to information literacy education struggle to scaffold the newcomer's disrupted information landscapes. In focusing on prescriptive skills, information literacy standards position linguistic and cultural difference as a learning deficiency. Yet when alternative information literacy frameworks centre upon personal habits of mind, they fail to account for contextual dynamics. In this conceptual paper, the authors use research into the health practices of resettling refugees as an example to argue that a move away from behaviourist approaches to information literacy refocuses our attention on questions of adjustment and engagement with cultural understandings of information, and forms a more inclusive way to consider the diversity of today's information societies.
This chapter presents the preliminary results of a phenomenographic study aimed at exploring people’s experience of information literacy during the 2011 flood in Brisbane, Queensland. Phenomenography is a qualitative, interpretive and descriptive approach to research that explores the different ways in which people experience various phenomena and situations in the world around them. In this study, semi-structured interviews with seven adult residents of Brisbane suggested six categories that depicted different ways people experienced information literacy during this natural disaster. Access to timely, accurate and credible information during a natural disaster can save lives, safeguard property, and reduce fear and anxiety; however very little is currently known about citizens’ information literacy during times of natural disaster. Understanding how people use information to learn during times of crisis is a new terrain for community information literacy research, and one that warrants further attention by the information research community and the emergency management sector. © 2014 by Emerald Group Publishing Limited All rights of reproduction in any form reserved.
The Information Literacy Initiative (ILI) at the University of Washington Information School provides services to populations outside of traditional academic environments that are in need of either information literacy training for the first time or a refresher course on new concepts and technologies. They are adult learners in need of just-in-time education and not credits or a degree. The ILI uses both classes and videos to teach information literacy. The populations receiving training are able to learn information literacy skills that are both practical and useful, which gives them the ability to find quality information for their business, professional, health, and daily needs. Participants include owners of small- to medium-sized businesses, adults over the age of fifty, and women without homes who are experiencing extreme poverty. While steps have been taken to determine the effectiveness of these programs, there is still more to be done to find appropriate assessments for these particular demographics. Initial results are promising in the effectiveness and need for quality just-in-time education for the non-scholar scholar.
This is a reworking of a paper presented at the Australian Library and Information Association, Special Health and Law Libraries Conference in Melbourne, Victoria in August 2001. The author asks whether the corporate sector is aware of information literacy as a “new economy” skills set, and a solution to information overload. The move to a knowledge based economy, along with investment by industry leaders in knowledge management and lifelong learning, has prepared the way, but there is little evidence that businesses are addressing the information literacy gap on a micro level. The author looks at whether different terminology is used in the business sector to describe aspects of information literacy. She concludes that while there is some overlap with established concepts, information literacy is generally not adequately addressed, with the result that many workers are poorly equipped to deal effectively with information in their everyday work.
The relations of the National Program for Library and Information Services to information literacy and the information industry are discussed. Private sector information resources are identified in several categories. The traditional relations of libraries and with the information industry are described, and examples are given of situations where traditional roles of libraries and private sector information activities are in transition. It is suggested that the top priority of the National Commission on Libraries and Information Science should be directed toward establishing a major national program to achieve universal information literacy by 1984. (PF)
Information Literacy in the Workplace
- S Kurbanoglu
- J Boustany
- S Spiranec
- E Grassian
- D Mizrachi
Seniors Seeking Information: Creating an Information Literacy Workshop for the Elderly to Fight Against Fake News and Misinformation
- N A Casas
- K T Lowe
- P M Johnson
- A Smith
Chapter 2: How is information literacy experienced in the workplace?
- Forster
Librarians, information. literacy and open educational resources: Report of a Survey
- N Graham
- J Secker
Why lifelong learning never stops: Four reasons need CE
- Smick
Information literacy in MOOCs. Current issues in emerging eLearning
- P Bond
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- Bond
White Paper prepared for UNESCO, the U.S. National Commission on Libraries and Information Science, and the National Forum on Information Literacy, for use at the Information Literacy Meeting of Experts
- P C Candy
Information literacy for democratic engagement: Project update #IL-DEM
- H Hall