Search

Teacher librarians (TLs) play a central role in developing students' information literacy capabilities, which are vital for effective participation in formal education and active engagement in society. This research enhances insights into information literacy instruction in Australian secondary schools, by investigating the perceptions of practicing TLs regarding the information literacy needs of teachers and students. This article presents the groundwork for this investigation, employing a phenomenological approach and discussing findings from an initial survey. The study will inform TL education and improve current information literacy education practices, addressing the demand for nurturing 21st century skills embedded in the Australian Curriculum. [ABSTRACT FROM AUTHOR]

The ACRL Framework for Information Literacy in Higher Education proposes that the metaphor "scholarship as conversation" is an essential concept for information literacy—that is, to be information literate, one must understand that scholarship is a conversation. This article challenges that position. I argue that the conversation metaphor fails to capture some of the most salient aspects of contemporary scholarship—especially the gatekeeping function of peer review—and inadvertently privileges a hermeneutic conception of scholarship that emphasizes its process at the expense of its purpose, providing safe haven for fringe theories and pseudoscience. The genealogy of the conversation metaphor is traced to determine its underlying structure, its aptness as a metaphor is considered, and an alternative model of scholarship as collaboration is proposed. The goal is to lay bare the scholarly conversation's strengths and weaknesses and to demonstrate that the metaphors of information literacy are worth critical appraisal. [ABSTRACT FROM AUTHOR]

Purpose: This study examines the temporal dynamics shaping our understanding of search in education and the role language plays in legitimising these dynamics. It critiques the way online search is discursively constructed using home-education as a case study, and problematises how particular discourses are privileged, whom this privileging serves, as well as the likely consequences. Design/methodology/approach: The study employs Faircloughian Critical Discourse Analysis (CDA) as its methodological framework. Search and discursive practices were recorded during observations, search-tasks and interviews with five Australian home-educating families. Discursive features from the Google interface were also analysed. Findings: A discursive privileging of hasty search practices was identified. This was found alongside largely ineffectual search, but participants continued to discursively represent search as fast and easy. The study highlights the complex co-option of discourses surrounding online search that privilege particular temporal and commercial landscapes. Originality/value: This study contributes new knowledge regarding time as a context for understanding search behaviours, locating the perception of temporal scarcity in education within broader discursive and social structures. To date, no studies are found which investigate the temporal factors surrounding search in home-education. Increasing global reliance upon online search means the findings have broad significance, as does the proliferation of home-education induced by COVID-19. Additionally, while much work problematises the power search engines wield to privilege certain discourses, few investigate the day-to-day discursive practices of searchers affording Google and others this power. [ABSTRACT FROM AUTHOR]

Social and economic systematic changes create a new pattern of industrial structure and profession; technical and vocational education and training (TVET) is deeply connected to industrial upgrading and digital transformation because of its high relevance to cultivate emerging professional talents. Information literacy inevitably becomes the prevailing condition of sustainable development of TVET. Through a literature study, this systematic review selected and studied 61 journal articles related to information literacy in the TVET context in China from Web of Science (WOS) databases and China National Knowledge Infrastructure (CNKI) between 2014 and 2023. The main findings include; (a) technological, social and educational circumstances influence which receive extensive attention from researchers, (b) frequent use of narrative inquiry method with lack of empirical studies, (c) themes identified of information literacy among TVET institutions in China shows significant differences as compared to the themes of information literacy in higher education, and the reasons underlying this finding has been critically analysed. This review may interest academics, decision-makers and trainers in improving information literacy education among TVET institutions in China in line with the sophisticated demands of the industry and community. [ABSTRACT FROM AUTHOR]

We present the last part of this special issue on Use of Artificial Intelligence in Communication: Ethical Implications for Media. This editorial examines the role that humans should play in the responsible use of generative artificial intelligence (GenAI) in the media. It provides an overview of transparency as an ethical obligation in relation to trust and truthfulness when using GenAI to create different kinds of content. Finally, it enters into the debate about the moral status of machines as we anticipate ethical questions in the study of ethics and GenAI in the media. Six articles complete this special issue with studies examining implications of GenAI for semiotics research, public relations, advertising, fact checking, information literacy and journalism education. [ABSTRACT FROM AUTHOR]

This article reports results of a mixed-methods study following the development of undergraduates’ information literacy over three years. Information literacy knowledge and skills in this sample (n = 116) increased with time, as did information literacy attitudes when measured by interest and information literacy’s perceived usefulness and importance. Correlations among students’ information literacy knowledge, skills, and attitudes also increased with time, implying a progressively stronger integration of the three. Complementary interviews with 13 students revealed that they became more interested in being information literate. Some experienced an identity change as a result of this development, indicating that transformative information literacy learning can occur. [ABSTRACT FROM AUTHOR]

In a for-credit information literacy class required by all freshmen students, regardless of major, it is difficult to find consensus when it comes to teaching emotionally fraught concepts such as bias. This editorial addresses those challenges and presents a novel solution to teach bias in class: by having students examine the private lives of fictional characters. [ABSTRACT FROM AUTHOR]

This document is an introduction to a special double issue on music information literacy and instruction. The author discusses the evolution of music information literacy over the past twenty years and the impact of the 2015 publication of the Framework for Information Literacy. The author also highlights various topics of debate in the field, such as the effectiveness of one-shot library instruction sessions and the best practices for teaching citation skills. The issue features articles that emphasize collaboration between library instructors, faculty, and students. The author concludes by acknowledging the contributions of various library professionals in supporting student learning and discovery. [Extracted from the article]

AbstractThis study explores students’ perceptions of librarians as teachers or instructors in virtual library instruction sessions. This study applied online surveys as data gathering techniques, using open questionnaires. The respondents were students (diploma, undergraduate, master, doctoral) of Universitas Airlangga, Indonesia. Students perceive librarians as teachers or instructors in the virtual world as someone who is “cool,” “knowledgeable,” “motivating,” “helpful,” and “tech-savvy.” Those are positive values for librarians as teachers or instructors in virtual library instruction sessions. Theoretical contribution of this study is the enrichment of librarian’s roles concept that has existed, especially librarian roles as teacher in virtual environment. The findings could also guide librarians in shaping their roles as teachers so they can increase the engagement with students. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Academic Library & Information Science is the property of Anhui University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Media and information literacy (MIL) education is seen to be one of the solutions in dealing with concerns regarding information disorder. While there exists an MIL course in the Philippine senior high school curriculum, it is undeniable that strengthening peoples' knowledge on the topic is essential. As such, the inclusion of a course on information literacy to the undergraduate curriculum in the School of Library and Information Studies of the University of the Philippines Diliman is a step in the right direction in ensuring that students consciously and continuously practice ethical engagements with information. Officially included in the curriculum in 2018, a year later, research focused on the course's development was conducted. This research builds upon the researcher's earlier work on course development. This time, the researcher who is also the one teaching the course, examines the teaching and learning practices employed in the delivery of the course, through an autoethnographic approach. Reflections were thematically analyzed and mapped against the Media and Information Literacy Core Educator's Competencies released by UNESCO in 2021. The goal of this research is to serve as reference allowing MIL educators to reflect on and have an awareness of their strengths and weaknesses in terms of content and pedagogy. Findings could also contribute to the development of course materials related to the teaching of MIL. [ABSTRACT FROM AUTHOR]

The German Society for Information and Knowledge (DGI) invites its members to the regular general meeting on November 8, 2024. At the meeting, a new board will be elected and the annual budget plan will be discussed and approved. DGI is also organizing a theme day where the working groups AKTS and IuG will present their work results and seek exchange with business, science, and administration. Training and further education opportunities on the use of Artificial Intelligence (AI) will also be offered. DGI mourns the loss of long-time member Dr. Robert Fugmann, who passed away at the age of 97. The German Society for Information Science and Information Practice (DGI) offers various services related to legal aspects, knowledge management, and information literacy. In 2023, the focus of the Information Literacy and Education (IKB) working group was on the anniversary symposium of DGI. Discussions on topics such as fake news and information literacy took place. DGI also plans to update a position paper on the topic of Artificial Intelligence and Education. Events to promote information literacy were held, and collaboration with other organizations was maintained. The FaMI conference in 2024 will be hosted by the Joseph-DuMont Vocational College in Cologne. Approximately 30 vocational school teachers for media and information services met for professional exchange and further education. The program included topics such as project work and podcast production. Excursions to various institutions provided insights into the practice and possible work environments of the apprentices. It was emphasized that the field of information and documentation services needs to be strengthened nationwide. [Extracted from the article]

This paper discusses the research project funded by the Young Adult Library Association’s 2021 Frances Henne Research Grant. It sought to explore whether the reading of mystery fiction novels influenced teens’ online misinformation practices; and if so, how. Data collection involved an international survey of readers of Robin Stevens’ Murder Most Unladylike series (alternate title Wells & Wong Mysteries) and Lemony Snicket’s A Series of Unfortunate Events. Several themes in teens’ responses were represented in the categories of online misinformation practices and mystery fiction reading for both book series, but there was a divergence in the broader attitudes of respondents between book series. From these findings, a series of original activities to support information literacy education for use in library and school contexts were produced with the support of an accredited librarian consultant. This study contributes to our broader understanding of teens’ online misinformation practices and reading practices through incorporating their voices. [ABSTRACT FROM AUTHOR]

The importance of information literacy (IL) instruction in today’s data-driven society cannot be over-emphasised. University students are faced with the challenge of navigating this dynamic information ecosystem to achieve academic success. Considering this, the onus now rests upon academic libraries to embrace creative ways, such as design thinking, to engage faculty and administrators of university communities to meet this challenge faced by the library’s major users – students. Collaboration between Faculty members and Librarians at all levels provides a necessary approach for information literacy to be taught in an integrated way to students through their foundation courses. However, the cooperation necessary to include information literacy in the curriculum of universities in the Caribbean is not an automatic praxis. In response to this, the process of design thinking was implemented at the University of Technology, Jamaica (UTech, Ja.) – the country’s leading public university – by creating new ways and redesigning long-standing methods to collaborate with the faculty to underscore the importance of information literacy to student learning and achievement. The following initiatives were implemented: faculty liaisons, a library link-up programme, orientation sessions, social media, and faculty-to-faculty testimonials. Faculty members were receptive to the different ways in which they were engaged for collaboration, and this led to a deeper engagement between library and faculty that resulted in improved student awareness and usage of library resources. [ABSTRACT FROM AUTHOR]

This study investigates the impact of multimedia within academic information literacy in the higher education sector. It considers the recent information and communications technology boom, its effect on academic information literacy preferences, and how it has affected pedagogy. Finally, it discusses the current and future trends of the influence of multimedia on pedagogical instruction. A survey of higher education students in three countries – the UK, Kenya and India – was undertaken to understand the shift towards multimedia in libraries. The aim was to determine if behavioural attributes (academic or artistic, verbalisers or visualisers) and the university's location impacted multimedia learning. The results of the study do not support the aptitude–treatment interaction theory. In the current context, different learners (academic or artistic) need different kinds of instruction to optimise their learning. However, the survey found that students' nature did not influence their choice of method of instruction (verbal or video). It also revealed that the university's location facilitated or hampered students' learning capabilities. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Hubei Open Vocational College is the property of Journal of Hubei Open Vocational College Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

[Purpose/Significance] With the development of artificial intelligence (AI) technology, the teaching innovation in higher education driven by digital intelligence technology has gradually gained attention. ChatGPT has brought new opportunities and challenges to the development of higher education and the reconstruction of educational ecology. The purpose of this study is to apply ChatGPT tools to the process of information literacy (IL) education in colleges, so as to create a human-machine collaborative teaching paradigm of IL education in colleges based on ChatGPT applications, promote the innovative reform and improve the teaching efficiency of IL education in colleges and provide reference for the application research of AI tools in the field of higher education in the era of digital intelligence and the development of high-quality IL ducation in colleges. [Method/Process] By combing the relevant literature, on the basis of summarizing the global educational application situation of ChatGPT and revealing the educational theory of ChatGPT, combined with the current teaching problems of IL education in colleges, this paper comprehensively analyzes the application scenarios of ChatGPT in the process of IL education in colleges from the perspective of teachers' teaching and students' learning. At the same time, the study carries out practical teaching comparison, and examines the satisfaction of teachers and students by means of "interview + questionnaire", so as to test the application effect of ChatGPT, summarize the problems in teaching and put forward improvement strategies for teaching. [Results/Conclusions] ChatGPT can effectively promote the innovation of IL education in colleges and improve the teaching efficiency of courses. Teachers and students also give good feedback on the educational application of ChatGPT. The application of ChatGPT can effectively improve teaching efficiency, innovate teaching content, optimize teaching process, improve teaching management, and provide students with more learning options, enhance learning initiative, promote higher-order thinking and scientific research innovation. At the same time, the educational use of ChatGPT will also lead to many problems, such as tool abuse, knowledge misleading, information security, and intellectual property rights. Therefore, we should look at the teaching use of ChatGPT dialectically. On the one hand, we should actively promote and apply ChatGPT; on the other hand, we should also pay attention to the different risks that ChatGPT may cause, and formulate forward-looking instructional management policies and guidelines to standardize the use of ChatGPT, so as to give full play to the educational function of ChatGPT and further promote the reform of IL education and teaching in colleges.

In a context of increasing use of Information and Communication Technologies (ICTs) during childhood, recent research has opened a discussion regarding the potential harmful impact of unmediated overexposure to these tools on the development of reading competence. Given this situation and considering the relevance of the family as a literacy context, a quantitative ex post facto research was conducted with students from the second and third cycles of Primary Education (N= 410). The aim was to explore the level of parental mediation in the use of ICTs by students and analyse the potential link of this variable with their reading comprehension level. The results reveal a predominant use of ICT for recreational purposes and deficiencies in parental mediation, with a higher number of risky situations as the age increases. Additionally, an association is found between the level of parental mediation in the use of ICTs and the level of reading comprehension among sixth-grade students, mainly in inferential and critical levels, thus confirming the potential negative impact of abusive and unmediated use of ICTs on this competence. [ABSTRACT FROM AUTHOR]

The German Society for Information and Knowledge (DGI) is organizing a theme day on November 8, 2024 in Frankfurt am Main, focusing on the work of the specialist groups AKTS and IuG. The AKTS specialist group has published a basic vocabulary of terminology in information and documentation and will present the terminology management system Kalcium Quickterm at the theme day. The IuG specialist group is dedicated to the topics of information culture, disinformation and democracy, as well as information literacy and education. The theme day will take place at the DIPF | Leibniz Institute for Research and Information in Education. [Extracted from the article]

In this article, the author illustrates the application of a financial database called Bloomberg Professional in a fixed income lesson plan. Most business school programs include a finance course that covers bond pricing and spreads, such as a corporate finance or fixed income course. Bloomberg Professional allows students to interact with primary data and engage in experiential learning about bond spreads. The article explains Bloomberg Professional and the benefits of experiential learning. The author also provides a detailed lesson plan. Instructors can implement this lesson plan to achieve both financial education and information literacy goals. [ABSTRACT FROM AUTHOR]

[Purpose/Significance] With the development of artificial intelligence (AI) technology, the teaching innovation in higher education driven by digital intelligence technology has gradually gained attention. ChatGPT has brought new opportunities and challenges to the development of higher education and the reconstruction of educational ecology. The purpose of this study is to apply ChatGPT tools to the process of information literacy (IL) education in colleges, so as to create a human-machine collaborative teaching paradigm of IL education in colleges based on ChatGPT applications, promote the innovative reform and improve the teaching efficiency of IL education in colleges and provide reference for the application research of AI tools in the field of higher education in the era of digital intelligence and the development of high-quality IL ducation in colleges. [Method/Process] By combing the relevant literature, on the basis of summarizing the global educational application situation of ChatGPT and revealing the educational theory of ChatGPT, combined with the current teaching problems of IL education in colleges, this paper comprehensively analyzes the application scenarios of ChatGPT in the process of IL education in colleges from the perspective of teachers' teaching and students' learning. At the same time, the study carries out practical teaching comparison, and examines the satisfaction of teachers and students by means of "interview + questionnaire", so as to test the application effect of ChatGPT, summarize the problems in teaching and put forward improvement strategies for teaching. [Results/Conclusions] ChatGPT can effectively promote the innovation of IL education in colleges and improve the teaching efficiency of courses. Teachers and students also give good feedback on the educational application of ChatGPT. The application of ChatGPT can effectively improve teaching efficiency, innovate teaching content, optimize teaching process, improve teaching management, and provide students with more learning options, enhance learning initiative, promote higher-order thinking and scientific research innovation. At the same time, the educational use of ChatGPT will also lead to many problems, such as tool abuse, knowledge misleading, information security, and intellectual property rights. Therefore, we should look at the teaching use of ChatGPT dialectically. On the one hand, we should actively promote and apply ChatGPT; on the other hand, we should also pay attention to the different risks that ChatGPT may cause, and formulate forward-looking instructional management policies and guidelines to standardize the use of ChatGPT, so as to give full play to the educational function of ChatGPT and further promote the reform of IL education and teaching in colleges. [ABSTRACT FROM AUTHOR]

Information literacy plays a critical role in empowering individuals within the realm of Islamic education. This study explores the empowerment potential of information literacy in the Indonesian context of Islamic education. As the world's largest Muslimmajority country, Indonesia provides a unique setting to investigate the intersection of information literacy and Islamic education. The study aims to examine the impact of information literacy on knowledge acquisition, critical thinking, and ethical engagement within Islamic education in Indonesia. It also identifies challenges, opportunities, and best practices for integrating information literacy in Indonesian Islamic educational institutions. Through a literature review and qualitative analysis, the study sheds light on the role of information literacy in strengthening Islamic education and highlights the specific cultural, social, and technological factors influencing information literacy practices in Indonesia. The findings contribute to a better understanding of information literacy's significance in the Indonesian context of Islamic education and provide practical insights for educators and policymakers to enhance information literacy programs. This research underscores the importance of information literacy in empowering individuals within Islamic education and emphasizes the need for context-specific approaches to maximize its potential in the Indonesian educational landscape. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study was to determine the difficulty level in information literacy skills of nursing students and to test the effect of an instructional program assisted by web applications on students' information literacy skills. Method: The study was conducted in a non-randomized controlled study design on 3rd-year students studying in the nursing department of a state university. The students in the experimental group (n=38) were given 14-week information literacy training with the curriculum prepared by the researchers and web-assisted applications. This training was not provided to the students in the control group (n=38). Descriptive Information Form and Information Literacy Scale were used as data collection tools for pretest and posttest. Data analysis was performed using SPSS 21, the Chi-square test, the T-test for independent groups, the Paired T-test, Cohen's d effect size, mixed design ANOVA, and partial eta squared. Findings: As a result of the research, it was determined that there was a significant difference (p<0.05) in favor of the experimental group in terms of the post-test mean scores of the students in the Information Literacy Scale and the post-test mean score of the experimental group (3.92±0.50) was higher than the control group (3.46±0.52). Cohen's d effect size between the groups was found to have a strong effect size in the Information Literacy Scale (d=0.901 p<0.05) and in the sub-dimensions of "Ethical and Legal Issues" (d=0.930 p<0.05) and "Knowing" (d=1.102 p<0.05); "Accessing" (d=0.810 p<0.05) and "Evaluating" (d=0.644 p<0.05) subdimensions had a "medium" effect size; "Using" (d=0.43 p>0.05) sub-dimension had a "small" effect size. Implications: It was determined that information literacy education assisted by web applications was an intervention that positively affected the level of difficulty in information literacy skills of nursing students. In the nursing profession, which requires continuous updating of professional knowledge, it is recommended to develop information literacy skills with proven educational methods starting from the student years. Originality: This study differs from other studies in that it is a non-randomized controlled study in terms of testing the effectiveness of the education given by enriching with web-assisted applications in acquiring information literacy skills. [ABSTRACT FROM AUTHOR]

The Framework for Information Literacy for Higher Education posits that the practice of asking questions in order to deepen inquiry and understanding is a key element of information literacy. While the "Research as Inquiry" frame is teachable in library instruction, it can be difficult to scale. Popular instructional design software tends to present information in linear formats that can limit how students understand the iterative nature of research. This article presents an attempt at an asynchronous tutorial that overcomes this limitation of medium and that presents "Research as Inquiry" through an iterative and question-based online game. We discuss the development, implementation, and assessment of the tutorial, as well as issues of sustainability and scale. [ABSTRACT FROM AUTHOR]

This paper focuses on the cultivation of undergraduates’ practical skills of new media. Based on three theories including teaching scaffolding, meta-literacy, and group cooperative learning. It designs a cultivation pattern characterized by "learning and application promote each other", carries out practical exploration of the cultivation pattern with the i-Lab student innovation studio of Zhejiang University Library. It introduces the implementation of construction of "separate groups and cultivate as needed", "curriculum series+practical application" interpenetration, "senior members guide new members in cooperative learning" and other cultivation mechanisms in detail, puts forward some suggestions on the popularization and application of the "learning and application promote each other" cultivation pattern in domestic universities, with a view to injecting new ideas into the development of information literacy education under the new media environment, promoting the virtuous circle of mutual integration and mutual promotion between literacy cultivation and student growth, as well as the growth and cultivation of student teams. [ABSTRACT FROM AUTHOR]

The rise of Artificial Intelligence Generated Content (AIGC) exemplified by ChatGPT heralds the arrival of a new era of AI, which will inevitably reshape the way people interact with information. In this evolving landscape, information literacy education in colleges is set to experience a profound restructuring of its content frameworks and instructional models. This paper provides a review of research and teaching practices related to information literacy education in the context of AIGC both domestically and internationally. It delves into the advantages and limitations of AIGC and examines the opportunities and challenges which poses to the field of information literacy education. Building on this analysis, the paper proposes innovative ideas for the advancement of information literacy education, encompassing two dimensions: the enrichment of instructional content and the transformation of teaching methods. [ABSTRACT FROM AUTHOR]

The rapid advancement of IoT technology presents transformative opportunities across various sectors, with education being a prominent beneficiary. Smart classrooms, a product of IoT integration, are being widely adopted to create technology-enhanced, student-centric learning environments that cater to students' information literacy needs, particularly during events like pandemics. This widespread adoption generates substantial amounts of educational data, commonly known as big data, necessitating innovative solutions for analysis and utilization. To solve these challenges, this paper proposes utilizing the Apriori algorithm—a data mining technique renowned for uncovering valuable patterns and associations within extensive datasets. This paper evaluates the impact of various information resources with differing quality, considering individuals' information literacy skills. Utilizing data mining techniques, it delves into university students' information literacy data, integrating it with the university library resources to establish a data-driven information literacy education model. It then focuses on criteria, components, and effective methods for instructing college students in information literacy. Finally, a diverse group of students, from first-year undergraduates to doctoral candidates at a specific university, is studied for their engagement in information literacy instruction. Based on the experimental findings, sophomore students exhibited the highest level of participation at 75.9% accuracy, while postgraduate students received more information literacy training than undergraduates and Ph.D. students. When comparing this method to others, such as SVM, KNN, LR, RF, and DT, it achieved superior performance. Additionally, the quality of information literacy training in university libraries was assessed through three dimensions: student learning, behavior, and achievements. Only junior, senior, and first-year graduate students scored above 4, with scores of 4.18, 4.15, and 4.26, respectively. [ABSTRACT FROM AUTHOR]

Digital transformation has become constant and has forced governments to reevaluate the validity of their educational models; therefore, regarding digital and information literacy, to train teachers to improve new digital skills becomes essential. For these reasons, this research will explore the instruction of teachers in digital and information literacy in basic education; likewise, there will be an observation of the research's theoretical-methodological characteristics related to these variables, and, also, we will carry out an analysis of the most pertinent contributions on the impact of new literacies and competencies in the teaching–learning processes in basic education, with the purpose of obtaining a current state overview of its teacher training within the framework of the technologies' usage linked to teaching. This review was based on the guidelines of the PRISMA protocol, and to select 56 documents, the Scopus and Web of Science (WoS) databases were used. The results show that, in the Scopus database, Spain is the country with the most research on the subject, with 29% of the total, followed by Indonesia, with 6%, and the United States, with 4%, and that the articles focus mainly on the social sciences and computer science. Likewise, in WoS, the country with the most research on the subject is Spain, with 30%, followed by Russia, with 10%, and Norway, with 8%, and the articles mainly revolve around the categories of education and communication. The research related to this topic uses a quantitative approach in 68%, a qualitative approach in 25% and a mixed approach in 7%. It was shown that there is a direct relationship between digital and information literacy and digital competency. In addition, it is also emphasized that digital and information literacy are continuous and long-term processes. More didactic proposals on digital skills would be necessary, over government policies and efforts, to achieve a community with a high level of digital and information literacy. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Academic Library & Information Science is the property of Anhui University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In recent years, media literacy has been proposed as one of the alternatives with the greatest potential to fight disinformation, while reducing its effects and consequences for society. In this aspect, factchecking organizations (known as fact-checkers) also play a relevant role in denying all types of hoaxes and fake news. Therefore, this article aims to know the vision of the people who work within these organizations on media literacy and their role in the face of disinformation. Using empirical research techniques that combine observation and analysis of a series of personal interviews, this study will investigate the perceptions, opinions and assessments of these organizations on media literacy as a tool to combat disinformation. Semi-structured interviews were carried out with journalists from the data verification agencies of each of the countries mentioned below: Chequeado (Argentina), Colombiacheck (Colombia), Fast Check CL (Chile) and Aos Fatos (Brazil), all of them signatories of the International Fact-Checking Network (IFCN). In addition, the main media literacy strategies developed by these fact-checkers and published on their websites are presented, trying to identify common patterns in their strategies. The results of the interviews indicate that media literacy is a strategy considered fundamental by fact-checkers in South America. These entities consider that, although their main task is verification, media literacy seems to be the most appropriate solution to combat disinformation and therefore carry out a variety of actions ranging from workshops and conferences to resources, guides or tools hosted on their websites. [ABSTRACT FROM AUTHOR]

The rapid expansion of artificial intelligence (AI) poses challenges as well as opportunities for anyone or anything dealing with digital technologies, including libraries. Libraries and librarians have a twofold challenge in that they simultaneously must consider AI applications in library operations as well as AI skills and knowledge as part of the information literacy (IL) training they provide for their users, whether it be in IL programmes or informal learning contexts. This study follows a learning circle in which 123 librarians in Sweden did a pre-existing online course about AI and met up at regular intervals to discuss its contents in a library perspective. The increased knowledge about AI and libraries and the confidence to pass on this knowledge to library users is measured through a self-efficacy test conducted on three separate occasions during the learning circle. The result from the test shows an increase in AI knowledge during the learning circle, although the small sample makes it difficult to draw definitive conclusions. A focus group from the learning circle was interviewed to get an in-depth understanding of librarians' core topics of concern and excitement regarding AI and libraries. The results from the interview showed that there was a mainly positive view of AI in relation to making library collections more accessible and easier to manage, while there was more concern regarding AI's impact on the media landscape and how this could impact library users. Introspectively, the focus group perceived challenges in including AI when teaching IL to users as well as in the lack of AI skills among colleagues that could make it difficult to apply or discuss AI in relation to the workplace and the library profession. This paper presents a method of increasing AI knowledge among librarians and library staff. It highlights topics relevant for several library types when faced with the development and application of AI in libraries and in society that based on the results of the study are difficult to escape. The insights may prove useful when planning educational endeavours and when considering library development and strategy related to AI and their implications for libraries and library users. [ABSTRACT FROM AUTHOR]

The study discusses the relevance of information literacy in higher education, based on Area 1 of the European Framework of Digital Competences for Citizenship. In this sense, an information literacy program is proposed for the acquisition of informational competencies of students of pedagogical careers at the University of Camagüey. The research assumes the mixed research approach and non-participant observation as the empirical method. Concerning the research techniques, there is a survey for students and an interview with academic directors to investigate the current state of information literacy in the students, from the determination of their information competencies to the analysis of the contents of the subjects and the learning activities. The results of the diagnosis show insufficiencies in the search, evaluation, and management of digital information. Thus, the program developed contains a set of actions focused on the treatment of digital information for teaching activities to improve the information literacy of the subjects investigated. It is concluded that information literacy should have an important place in the academic performance of students and be subject to continuous evaluation. [ABSTRACT FROM AUTHOR]

This paper aims at develop, implement and evaluate the effectiveness of the MobIlCaps mobile application. On the basis of cognitive, constructivist and connectivist theories, it has been developed on an instructional design model, based on the user experience. In the context of mobile teaching in higher education, an innovative application is proposed for the self-learning of information literacy by students of Social Sciences. With the collaboration of both teachers and students, the application was developed, following the ADDIE model, through the phases of analysis, design, development, implementation and evaluation. The last phase provided the improvement proposals for the optimization of the final version of the tool, a progressive open access website. The application is organized into six capsules that follow the framework of ACRL (2015): learn, search, evaluate, create, research and disseminate. It includes multimedia resources in the form of microcontents that highlight readability, organization and visualization as characteristics. The app focuses on the user and is a relevant instrument to facilitate teaching The different analyses, followed by proposals for improvement and revisions, led to the achievement of a very useful application for students, teachers and library. [ABSTRACT FROM AUTHOR]

This study aims to identify the characteristics of the information literacy learning environment (ILLE) for primary school students in Iran. This research was done by qualitative method and using content analysis. The statistical population was divided into two parts: 1) literature related to the INTE and 2) experts in the field of Information Literacy (IL). A researcher-made checklist was used to collect information in the first part, which was exploratory. The data collection tool from the second part of the community was the Delphi panel questionnaire, which was implemented in two stages. The results showed that ILLE has four dimensions for primary school students in Iran: educator, school library, classroom space, and educational resources. Considering these dimensions, categories, and sub-categories, it can be expected that a suitable environment will be provided for implementing IL programs in primary schools in Iran. Training administrators, curriculum developers, and information literacy educators can use this study's findings to improve ILLE to develop students with information literacy skills. This study is the first comprehensive study conducted in Iran that sought to identify the ILLE for primary school students. The findings are useful in providing a suitable environment for IL within schools in Iran and other countries.

This theoretical article examines the conceptual premises of the research and practice of information literacy (IL) in the workplace in relation to research on knowledge creation in the field of knowledge management. As with education more generally, IL should prepare students for life after formal schooling ends. How can we make the leap, though, from IL in the educational context to successful participation in an information-rich work environment? A hermeneutic phenomenological analysis of IL and knowledge creation presents IL as a way of being able to sense, live, and be in the world with an open and dialogic attitude. This approach might offer some clues that bridge IL in the two environments while extending IL practices in the Association of College and Research Libraries "Framework for Information Literacy for Higher Education." As such, the study builds on the understanding of IL and knowledge creation as situated, experiential, and collective phenomena. [ABSTRACT FROM AUTHOR]

On September 20-23, 2023, the 2023 National Symposium on Information Literacy Education in Higher Education Institutions was held in Shenyang. More than 350 representatives from 173 universities in 22 provinces, autonomous regions. and municipalities directly under the central government participated in the conference. The theme of this seminar is "Information literacy education in university libraries in the digital intelligence era". Expert reports. teaching team experience sharing. case exchanges. and expert dialogues were set up to conduct in-depth discussions on the theoretical framework, cutting-edge issues, and practical cases of information literacy education. The article summarizes the academic achievements and main viewpoints of various experts and scholars, providing theoretical inspiration and practical guidance for the exploration and innovation of information literacy education in the digital intelligence era. [ABSTRACT FROM AUTHOR]

This article argues that it is necessary to develop new approaches to media and information literacy (MIL) education to respond to information seeking on YouTube. The article draws on data from a survey of adult Australians (N=3,510), focusing on their media literacy attitudes, experiences, and needs. A subset of this data focuses on respondents who use YouTube to seek information for a purpose. The article interrogates the data to ask who uses YouTube to access information when they need to make a decision; how these adults’ critical dispositions compare to people who do not use YouTube to seek information; and what level of media ability they have compared to other groups. A total of 45% of adult Australians had used YouTube to seek information and make a decision in the month prior to completing the survey. While this group shared a critical disposition towards media and information, they lacked confidence in their own media abilities. We argue that it is necessary to develop new MIL approaches to assist this group. In addition, we argue that this group is more likely to respond to MIL initiatives that are available on YouTube itself and are unlikely to seek MIL learning in community institutions like libraries or community centres. [ABSTRACT FROM AUTHOR]

This study aims to identify the characteristics of the information literacy learning environment (ILLE) for primary school students in Iran. This research was done by qualitative method and using content analysis. The statistical population was divided into two parts: 1) literature related to the INTE and 2) experts in the field of Information Literacy (IL). A researcher-made checklist was used to collect information in the first part, which was exploratory. The data collection tool from the second part of the community was the Delphi panel questionnaire, which was implemented in two stages. The results showed that ILLE has four dimensions for primary school students in Iran: educator, school library, classroom space, and educational resources. Considering these dimensions, categories, and sub-categories, it can be expected that a suitable environment will be provided for implementing IL programs in primary schools in Iran. Training administrators, curriculum developers, and information literacy educators can use this study's findings to improve ILLE to develop students with information literacy skills. This study is the first comprehensive study conducted in Iran that sought to identify the ILLE for primary school students. The findings are useful in providing a suitable environment for IL within schools in Iran and other countries. [ABSTRACT FROM AUTHOR]

This article combines social constructivist and transformative paradigms to propose a framework for communicating library training to first-year students. Although performance indicators for literacy are universal, there are explicit attempts to move away from a universal approach to information literacy, as exemplified in the Association of College and Research Libraries Framework for Information Literacy for Higher Education. This article addresses the fragmentation of teaching and learning practices in a single case study of University of the Free State libraries. Data were collected using two methods: an integrated literature review; and document analysis. Literature and documentary evidence were found to justify a call for developing an underpinning theory for planning purposes. Furthermore, it was found that synthesized concepts from models, ideas and frameworks can inform new pedagogical approaches. This article proposes the Authority Pedagogy Socialization framework for communicating library training to first-year students and concludes with several recommendations. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Academic Library & Information Science is the property of Anhui University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Academic Library & Information Science is the property of Anhui University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This exploratory mixed-methods study investigates faculty perceptions of information literacy (IL), its instruction, and librarian collaboration teaching IL since the adoption of the ACRL Framework for Information Literacy for Higher Education at the authors' institution. Many previous studies examining these questions were completed when the ACRL Information Literacy Competency Standards for Higher Education was the guiding document for the profession. Like earlier studies, findings from this study clearly demonstrate that faculty value IL and that collaborations occur in differing and inconsistent forms. However, at the authors' institution, there is a misalignment between faculty and librarians in what IL is and what it encompasses, including the amount of overlap between critical thinking skills and IL. The data indicates a discrepancy between the value faculty place on IL and the instructional interventions supporting student IL skill development. The authors discuss the implications of these findings in their local context. [ABSTRACT FROM AUTHOR]

The graphic edition of Snyder's On Tyranny (2021) states "truth dies in four modes," which is a contemporary synthesis connected to Klemperer's Language of the Third Reich (1957). The researchers connected these four modes to information literacy (IL) instruction--but would others? The researchers surveyed academic librarians engaged in IL instruction on whether they felt they addressed any of the modes in their work. The researchers also asked whether they believe the ACRL Framework for Information Literacy for Higher Education works to circumvent any of the four modes. Nearly 150 librarians responded and, while most respondents were unfamiliar with the two texts referenced and their thoughts were mixed, many saw their work and the Framework as antagonistically related to Mode 1 (Open Hostility to Verifiable Reality). This paper discusses survey results and their implications for better understanding of how academic librarians engaged in IL instruction view their work in a socio-political context. [ABSTRACT FROM AUTHOR]

Traditional information literacy skills (e.g., effectively finding and evaluating information) need to be updated due to the rapidly changing information ecosystem and the growing dominance of online platforms that use algorithms to control and shape information. This article proposes additions to the current ACRL Framework for Information Literacy for Higher Education that relate to algorithmic literacy. The "Authority is Constructed and Contextual" frame can be applied to recognizing the need to question algorithmic authority (including algorithmic bias), the Information Has Value" frame can be used to acknowledge online platforms' use of proprietary algorithms allowing third parties to access personal data, and the "Searching as Strategic Exploration" frame can draw attention to search results in online platforms are mediated through algorithms. Classroom activities to teach the new knowledge practices and dispositions are also included. [ABSTRACT FROM AUTHOR]

This article describes using aha moments as an assessment approach to gain a better understanding of student learning in relation to the six frames in the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education. Librarians asked students to share an aha moment following information literacy instruction sessions during the fall 2022 semester. Researchers coded responses to one of the six IL frames and found that student insights most often reflected learning aligned to the "Searching as Strategic Exploration" frame, though "Information Has Value" also had a strong presence. The results provided a holistic picture of student information literacy learning at Northern Kentucky University and are driving programmatic changes. [ABSTRACT FROM AUTHOR]