ethanporcaro/eric-fulltext-meta huggingface dataset:
WikiLiteracy: Enhancing Students&apos; Digital Literacy with Wikipedia
Author: Ball, Caroline
Date: 2019-12-00
Type: Journal Articles
Subjects: Encyclopedias,Collaborative Writing,Electronic Publishing,Technological Literacy,Writing Skills,Information Literacy,Undergraduate Study,Writing (Composition),Learning Activities,Undergraduate Students,Student Attitudes,Self Esteem,Foreign Countries

In January 2019 the University of Derby delivered its first module entirely dedicated to and structured around editing and writing articles for Wikipedia. The course focused on using Wikipedia as a means to improve students' skills in writing for public consumption, in addition to enhancing their digital and collaborative skills. Students contributed to 118 articles across a range of topics, which were viewed over 11.2 million times, providing them with a public platform no university assignment could match, and introduced them to the challenges of interaction and engagement in a global editing community. Students' confidence in their digital capabilities was assessed at the start and end of the module and showed a clear increase in confidence across all categories.
Advocacy Engagement: The Role of Information Literacy Skills
Author: Nzomo, Peggy
Date: 2020-06-00
Type: Journal Articles
Subjects: Advocacy,Information Literacy,Literature Reviews,Information Skills,Knowledge Level,Behavior

The current research sought to identify what skills, knowledge, and behaviours (SKBs) in advocacy engagement are closely associated with information literacy skills. The paper examines what role information literacy (IL) skills play in making one an effective advocate by drawing on everyday life situations that involve advocacy such as self-advocacy, social advocacy, patient advocacy, parent advocacy, and policy advocacy. A rapid scoping review was completed using articles published within the last ten years (2008-2019). The articles were retrieved from &quot;Academic Search Complete,&quot; a multidisciplinary database. The aim of our initial review was to identify what skills, knowledge and behaviours are deemed essential for everyday life situations that involve advocacy. Charting of the literature was then used to map the skills, knowledge and behaviours mentioned in relation to advocacy to information literacy skills. Results showed how the knowledge component in advocacy engagement is closely associated with various IL skills such as finding information, evaluation of information and sharing information. Implications of the study point towards the importance of emphasising IL instruction in broader contexts beyond higher education and/ or academic libraries. The study shows that IL skills are important in the public realm and in primary (elementary) and secondary (high) school contexts as well. Therefore, public librarians and school librarians should be just as engaged in equipping their patrons/clientele with IL skills that may be needed for different types of advocacy such as self-advocacy, parent advocacy and patient advocacy. The study also has implications for humanitarian research and research that involves situations of information poverty as these contexts will often involve advocacy work as well.
Personalised Video Instruction: A Metaliterate Approach to Online Information Literacy
Author: Kean, Emily B.
Date: 2019-12-00
Type: Journal Articles
Subjects: Individualized Instruction,Asynchronous Communication,Library Instruction,Instructional Effectiveness,Electronic Learning,Online Searching,Information Literacy,Positive Attitudes,Academic Libraries,Librarians,Reference Services,Nursing Students,Learning Analytics,Video Technology

The liaison librarian to a university with a substantial and growing online learning population began using asynchronous, personalised video instruction as an online replacement for the traditional face-to-face, one-on-one bibliographic instruction reference appointment. This project was informed by the framework of metaliteracy and the 'See One, Do One, Teach One' instruction methodology utilised by the health sciences. While formal outcomes assessment has yet to be conducted, unsolicited comments from students are overwhelmingly positive, and preliminary data analysis of usage and engagement reveals several promising trends. Of all watched videos 65% were watched for the entire duration, and the liaison librarian found video creation to be less time-consuming than scheduling appointments. Providing personalised video instruction tailored to the individual student's information literacy need is a novel approach that may benefit online learners and librarians alike.
Social Living Labs for Informed Learning: A Conceptual Framework of Interprofessional Education in Community Healthcare
Author: Hughes, Hilary
Date: 2019-12-00
Type: Journal Articles
Subjects: Living Learning Centers,Interprofessional Relationship,Information Literacy,Models,Interdisciplinary Approach,Health Sciences,Medical Education,Informal Education,Problem Solving,Communities of Practice,Vignettes,Health Personnel,Librarians,Cooperation,Social Problems,Public Health,Children,Obesity,Educational Principles,Foreign Countries,Values,Outcomes of Education,Clinics,Allied Health Personnel,Allied Health Occupations Education,Professional Development

This paper proposes social living labs for informed learning as an innovative approach to interprofessional and community education. It presents a new conceptual model and practice framework suited to rapidly changing, information-intensive work and social environments. The proposed approach is theoretically informed and evidence based. It integrates concepts from three complementary fields: Informed learning as information literacy pedagogy that enables using information critically and creatively to learn (information science); interprofessional education as a professional learning model with a cross-disciplinary and community reach (health sciences/medicine); and social living labs as informal learning context and problem-solving process (community development). After reviewing relevant literature, the paper introduces the concepts and research that underpin social living labs for informed learning. Then it presents a new conceptual model and a practice framework to guide their design and implementation. To illustrate the practical application of this approach, a hypothetical scenario envisages health practitioners, librarians and community members collaborating in a social living lab to address health and social challenges related to child obesity. The paper concludes by discussing anticipated benefits and limitations of the approach and possible wider application. As a contribution to theory, the paper uncovers a previously unrecognised synergy between the principles of informed learning, social living labs and interprofessional education. Supporting information literacy research and practice, the paper identifies a significant role for informed learning in community and professional education, and a novel strategy for health information literacy development. The paper is of interest to educators, researchers, and practitioners across information literacy, community development, healthcare, and other professional fields.
Teachers and Information Literacy: Understandings and Perceptions of the Concept
Author: Shannon, Christine
Date: 2019-12-00
Type: Journal Articles
Subjects: Information Literacy,Teacher Competencies,Teacher Attitudes,Secondary School Teachers,Secondary School Students,Concept Formation,Knowledge Level,Teacher Education,Professional Development,Educational Needs,Workplace Learning,Librarian Teacher Cooperation,Barriers,Self Efficacy,Skill Development,Foreign Countries

Building on our 2017 article focussing on school library staff perceptions of teachers' information literacy, this article reports on the information literacy (IL) understandings and skills of teachers in post-primary schools (the age range for pupils in post-primary schools is 11-18) throughout Northern Ireland. Results of a comprehensive online teacher survey (n=426) indicated that, despite misplaced confidence in their own skills, teachers' IL understandings and skills were underdeveloped. The majority of respondents had neither received IL training nor included IL instruction in their teaching. The significance of these findings for theory, practice and policy relating to the teaching of IL skills, which are intended to equip young people to become active citizens and members of a skilled workforce, is discussed.
Shaking up Story Time: A Case for Shaping the Nature of Information Literacy Instruction in Public and School Libraries through Philosophy
Author: Lenart, Bartlomiej A.
Date: 2019-06-00
Type: Journal Articles
Subjects: Reading Aloud to Others,Information Literacy,Library Instruction,Public Libraries,School Libraries,Philosophy,Library Services,Children,Communities of Practice,Skill Development

While the Philosophy for Children (P4C) method has been adopted within classrooms by individual teachers and into some school systems by schoolboards, public and school libraries, the ideal users of this sort of programming, have been slow to recognise the benefits of this didactic methodology. This is particularly surprising given that the P4C method integrates perfectly with traditional story-time orientated programming. Not only is the integration of P4C into story-time sessions virtually seamless (as it does not aim to replace, but rather strives to enhance storytelling), but it might also help reinvigorate a well-established feature of library programming with an aim to develop 21st-century information literacy competencies. This paper examines the case for the P4C method, explains the process of integration of the P4C method with traditional story-time, and highlights the potential benefits of incorporating Philosophy for Children in public and school library programming.
Using Learning Diaries to Evaluate and Improve Online Information Literacy and Academic Skills Provision
Author: Tolland, Aidan
Date: 2019-06-00
Type: Journal Articles
Subjects: Student Journals,Instructional Effectiveness,Instructional Improvement,Web Based Instruction,Information Literacy,Graduate Students,Foreign Countries,Feedback (Response)

The purpose of this paper is to describe a new method for the evaluation of online provision of information literacy and academic skills (ILAS), and advocate for its addition as a tool for the ILAS practitioner. The method is discussed in the context of evaluating its effectiveness for a project to investigate the value of six online tutorials for postgraduate taught students at Cardiff University. The paper presents the advantages and disadvantages of the method compared to the more commonly utilised focus group and interview techniques in this field of study. It concludes that the method has been highly effective in collecting substantial actionable information for the improvement of the development of student's ILAS and recommends its use in similar projects.
Revisiting the Role of Academic Advising in Equitably Serving Diverse College Students
Author: Museus, Samuel D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Advising,Role,Equal Education,Minority Group Students,College Students,Culturally Relevant Education,Holistic Approach

It has been more than a decade since Museus and Ravello analyzed the roles that culturally engaging academic advisors play in producing equitable outcomes among racially diverse student populations. Their study highlighted the importance of humanized, holistic, and proactive advising in effectively serving students of color in particular. In this essay, one of the original authors discusses how a decade of research has built on this earlier analysis and summarizes evolving insights about the role of culturally engaging advising in supporting students of color. The article concludes with implications for future research, policy, and practice aimed at more equitably serving diverse populations.
Latinx Community College Students on Academic Probation: Struggles and Success
Author: McPherson, Maria Paula
Date: 2021-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Community Colleges,Two Year College Students,Academic Probation,At Risk Students,Student Experience,Psychological Patterns,Student Behavior,Learner Engagement

Latinx undergraduate students on academic probation after their first semester of community college risk further course failure and dropping out. As the largest minority on college campuses, it is important to understand Latinx college students' experiences with academic probation during freshman year to develop strategies that can support them in the community college context. Using Schlossberg's and Tinto's transition theories, we explored nine Latinx community college students' perceptions after being placed on academic probation during freshman year. Findings indicate that challenges managing employment, coursework, family obligations, and academic and social integration, as well as difficulties navigating the college system, contributed to academic probationary status. Furthermore, these participants developed significant emotional stress, transformational experiences, and new behaviors due to academic probation.
Senioritis: College Student Perceptions on Causes, Outcomes, and Support
Author: Young-Jones, Adena
Date: 2021-00-00
Type: Journal Articles
Subjects: College Seniors,Student Motivation,Student Attitudes,Teacher Student Relationship,Faculty Advisers,Academic Advising,Stress Variables,Social Support Groups,Self Determination,Learning Motivation,Measures (Individuals),Sleep,Predictor Variables

Senioritis is characterized by tendencies such as arriving late or skipping class, decreased motivation, or behaving irresponsibly by investing little effort in schoolwork. Research on senioritis primarily focuses on high school seniors, so the present study explored the phenomenon at the college level by investigating perceptions of senioritis in college students. Results indicated that students believe senioritis exists at the college level and that supportive relationships with faculty members and advisors play a significant role in how senioritis is perceived. This study confirms the relevance of studying college-level senioritis and suggests future research to define and further explore the phenomenon.
Library SkillUP: Digital Information Skills Module for Students at the University of Hertfordshire
Author: Rivers-Latham, Monica
Date: 2020-06-00
Type: Journal Articles
Subjects: Information Skills,College Students,Foreign Countries,Information Literacy,Instructional Materials,Resource Units,Computer Uses in Education

This project report describes the workflow model used at the University of Hertfordshire to develop and test a suite of new digital information skills materials for students. The approach taken was informed by findings from the Jisc Student Digital Experience Tracker and good practice from Jisc's NUS Benchmarking tool. Content was mapped against the digital information literacy segment of Jisc's Digital Capabilities framework and CILIP's information literacy definition. The project set out to reuse, refresh and repurpose existing online resources and identify new content where necessary to provide a set of up to date learning objects, which academics could easily embed at point of need into their programmes of study, according to the university's Guided Learner Journey principles. The project also sought to make an informed decision around which digital technology/platform to use for content creation. Due to the required functionality, Instructure's Canvas, which is already used by the university for all its courses, was chosen as a platform for the materials. The team used University College London's ABC Learning Design methodology to design the curriculum and writing teams followed a pedagogical approach to create content and interactive learning elements for the Canvas Library SkillUP module. Students were consulted and provided feedback at all stages of the project.
How Do Teens Learn to Play Video Games? Informal Learning Strategies and Video Game Literacy
Author: Scolari, Carlos A.
Date: 2019-06-00
Type: Journal Articles
Subjects: Adolescents,Learning Strategies,Informal Education,Experiential Learning,Problem Solving,Evaluative Thinking,Imitation,Instruction,Play,Video Games,Media Literacy,Information Literacy,Skill Development,Foreign Countries

The main objective of this article is to analyse informal learning processes in the field of video games. As many teenagers are engaged in these kinds of practices, the big question is: How do teens learn to play video games? In most cases they do not learn to play video games at school or with their parents, and therefore it is necessary to map and analyse these informal learning strategies (ILS). The aims of this article are to identify the main ILS that teens apply as they acquire and improve their video game literacy, and to develop a series of categories for analysing and classifying these informal learning experiences. After briefly outlining the situation of ILS and teens' transmedia skills, in the context of a general reflection on information literacy (IL) and transmedia literacy (TL), the methodological aspects of research and fieldwork in eight countries is described. A taxonomy of ILS related to video game practices is also presented. The research team identified six modalities of ILS (learning by doing, problem solving, imitation, playing, evaluation and teaching) and expanded them with four main categories (subject, time, space and relationships) that contain a series of oppositions. This set of modalities, categories and oppositions should be considered as a first step in the construction of a set of analytical tools for describing and classifying ILS in the context of teens' video game experiences.
What Academics Really Think about Information Literacy
Author: Stebbing, Deborah
Date: 2019-06-00
Type: Journal Articles
Subjects: Information Literacy,College Faculty,Academic Libraries,Librarian Teacher Cooperation,Foreign Countries,Teacher Attitudes,Intellectual Disciplines,Undergraduate Study,Differences,Student Adjustment

This research project arose from a need to ensure librarians and academics work together to support student information literacy (IL) development, aligned to the Anglia Ruskin University learning and teaching strategy, and specifically to improve librarians' understanding of how academic staff view IL and consider their perceptions and expectations within different disciplines. A literature review found a limited number of studies which considered academics' point of view and few were concerned with discipline (faculty) differences. We took a qualitative approach to this research, using semi-structured interviews with a convenience sample of participants drawn from nursing subjects and business subjects in a post-1992 university in the United Kingdom. The research questions asked about academics' perception of IL, the impact of their discipline on IL and their view of the ideal information literate student. Six key areas of concern emerged around the teaching of IL: students transitioning into higher education, developing evaluation skills, the significance of the undergraduate major project (dissertation) and discipline differences, the information landscape and the perceived need for preparation for IL at work. The article discusses the findings, difficulties surrounding students achieving adequate IL and considerations for future practice in delivering focused IL support.
Connecting Theory to Practice: Using the Community of Inquiry Theoretical Framework to Examine Library Instruction
Author: Bailey, Kieren
Date: 2019-12-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Library Instruction,Undergraduate Students,College Faculty,Communities of Practice,Teaching Methods,Librarians,Information Literacy,Guidelines,Diaries,Teacher Attitudes,Student Attitudes,Instructional Design,Cooperation,Private Colleges,Writing Teachers,Writing Instruction

This design-based research study of library instruction was developed using the Community of Inquiry theoretical framework. Three different instructional approaches were developed and evaluated as part of this study: the one-shot session approach, the partially embedded librarian approach and the fully embedded librarian approach. Surveys, interviews and journaling were used to gather data from faculty, undergraduate students and the researcher-librarian about their experiences. This research study is unique given the combined use of design-based research methodology and the Community of InquiCoory theoretical framework to collaboratively design and evaluate library instruction.
Assessment of the Validity and Reliability of Mental Health Instruments of High School Student in Indonesia
Author: Hidayati, Heny Narendrany
Date: 2021-00-00
Type: Journal Articles
Subjects: Mental Health,Identification,Test Construction,Test Validity,Test Reliability,Goodness of Fit,High School Students,Adolescents,Religious Schools,Islam,Urban Youth,Measures (Individuals),Foreign Countries

This study aims to develop a standard instrument for measuring mental health among urban adolescents in Indonesia. The objective is to produce valid and reliable school adolescent mental health instruments to be used by agencies or schools to identify students' mental health. The survey was conducted in Jakarta and South Tangerang with a total of 1007 respondents divided into two experiments where the first trial was conducted on 597 students and the second trial was conducted on 410 students. Measurements were made using a Likert scale questionnaire. Instrument testing begins with a theoretical validity test by 4 experts and 20 panelists who test the instrument material in terms of construction, content and language. Experts analyze and correct the instrument qualitatively. The instrument was then reviewed and analyzed quantitatively by panelists using the Aiken index. At this stage, 44 items, 9 indicators and 3 variable dimensions were obtained. The next test is done by testing the validity empirically, by analyzing the measurement model using Confirmatory Factor Analysis (CFA) with the LISREL 8.80 Full Version program. By using the criteria for the SLF value [greater than or equal to]0.30 and t-value [greater than or equal to]1.96, and calculating the reliability with the construct reliability (CR) at the level&gt; 0.70, the results of the second trial showed that 35 items were valid. The observations of the model fitness through Goodness-of-Fit test showed that there is a fitness between the theoretical model and the empirical model for the mental health instruments in this study.