ethanporcaro/eric-fulltext-meta huggingface dataset:
Engaging Academic Staff with Reading Lists: The Worcester Story
Author: Taylor, Allie
Date: 2019-12-00
Type: Journal Articles
Subjects: Librarian Teacher Cooperation,Reading Lists,Academic Libraries,Librarians,Foreign Countries,Library Services,Learner Engagement

Following the implementation of online reading list software, Library Services at the University of Worcester (UW) encouraged academic staff to consider the reading list as a learning tool. Using an interactive teaching session timetabled as part of the Postgraduate Certificate in Learning and Teaching in Higher Education, lecturers are asked to consider how they can maximise the impact of their reading lists and increase library use. The pedagogy of reading lists and student engagement with reading are examined. Participants also discuss the type of content reading lists typically contain and question whether this accurately reflects what the students should be reading. It draws on best practice from academic colleagues at UW, examining (among other things) the effect of list length, structure and lecturer voice and presence.
Exploring Value as a Dimension of Professional Information Literacy
Author: Sharun, Sara
Date: 2019-12-00
Type: Journal Articles
Subjects: Information Literacy,Health Personnel,Human Services,Community Health Services,Work Environment,Interpersonal Relationship,Social Services,Information Sources,Phenomenology,Librarians,Teaching Methods,Allied Health Occupations Education,Office Occupations,Foreign Countries,Counselor Training,Youth Programs,Referral,Community Resources,Advocacy,Disadvantaged

This study presents a critical exploration of one of the &quot;ACRL Framework&quot; concepts by examining it in the context of professional practice. Semi-structured interviews were conducted with health and human service professionals at a community health centre to explore how information literacy (IL) is experienced in the workplace. Value emerged as the dominant theme in participants' descriptions of their information practices. This concept was conceived of predominantly in the context of personal and professional relationships that existed within the systems and structures of the physical workplace, professional practice and the health and social care system. Using phenomenography as a methodological approach, this study presents a lens through which to see the nature and significance of information value in various contexts beyond academia, and invites librarians to consider how evidence from workplace and professional settings may inform IL instruction to students, especially those entering health and human service professions.
Toward a Substantive Theory of the Academic Advising Process: A Grounded Theory
Author: McGill, Craig M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Advising,Grounded Theory,College Students,Faculty Advisers,Interpersonal Relationship,Student Development,Decision Making,Student Experience

The role of academic advising in higher education remains largely misunderstood by university stakeholders, faculty and staff, students, and academic advisors. Many hold the simplistic view that academic advising is merely transmitting information to students to ensure timely graduation, a perception that limits what advising can do for student learning, growth, and development. Interviews with NACADA leaders and document analysis reveals a grounded theory of the academic advising process: within the advising context, students connect with caring institutional representatives, make meaning of experiences, and engage in informed decision-making. Synthesizing these experiences helps students develop their academic identity. The theory can aid stakeholders outside of academic advising and give practicing advisors language to explain the valuable work they do with students.
Older Australians&apos; Information Literacy Experiences Using Mobile Devices
Author: Linares-Soler, Gema
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Older Adults,Information Literacy,Telecommunications,Handheld Devices,Aging (Individuals),Technological Literacy,Recreational Activities,Learning,Interpersonal Relationship

This article presents the findings of a constructivist grounded theory study that explored older Australians' information literacy (IL) experience using mobile devices in their daily lives. Australians aged 65 years of age or older who use mobile devices took part in an in-depth semi-structured interview. Analysis of data from twelve interviews gave as result a substantive theory consisting of six interconnected categories: ageing; learning to use and manage mobile devices; being entertained; enacting everyday life; learning; and managing relationships. Examination of these categories revealed the different ways in which older adults experience IL using mobile devices through their engagement with information in their daily life. Furthermore, these categories supported that the degree of older adults' IL exerts a significant impact on the level, and way of use and adoption of mobile devices. This study provides new knowledge and understanding about how older adults experience IL and how their IL experiences are socially and culturally influenced by their interactions within that community.
Re-Visioning Library Support for Undergraduate Educational Programmes in an Academic Health Sciences Library: A Scoping Review
Author: Smith, Denise
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Libraries,Library Services,Medical Libraries,Health Sciences,Undergraduate Students,Information Literacy,Multiple Literacies,Skill Development,Library Instruction,Evidence Based Practice

McMaster University's Health Sciences Library (HSL) began to transition to a new liaison service model in early 2018. One of its librarians sought to understand how an academic health sciences library can optimise its support for academic undergraduate programmes. This scoping review of the literature was pursued with the aim to submit an informed recommendation to HSL's new Education and Lifelong Learning team, so the library could shift its approach to information literacy instruction in a manner that would optimise its outcomes for students and improve relationships with faculty staff. The author searched seven databases: Library, Information Science &amp; Technology Abstracts (LISTA), ProQuest ERIC, OVID Embase, EBSCO CINAHL, OVID Medline, Web of Science and PapersFirst. She developed a robust and comprehensive search strategy that used a combination of subject headings and keywords to describe information literacy, metaliteracy, libraries and health sciences education. The author also hand-searched bibliographies of seminal publications to broaden her search for relevant literature. The findings in this review indicate that metaliteracy as a concept has not been intentionally implemented into information literacy training at academic health sciences libraries. The review finds that it is preferable to integrate information literacy skills directly into course or programme curricula and align those skills with the evidence-based practice skills undergraduates are already learning. Further, establishing a programme that builds on these skills gradually throughout the duration of the academic programme, rather than one-shot library instruction, is also preferred. To achieve success, libraries must build strong collaborative relationships with faculty staff. The author provides recommendations for practice that reflect the findings of this review. Other academic health libraries may benefit from this review by taking into consideration its findings and subsequent recommendations.
Examining Types of Goals Set by Transition-Age Students with Intellectual Disability
Author: Burke, Kathryn M.
Date: 2021-08-00
Type: Journal Articles
Subjects: Goal Orientation,Transitional Programs,Students with Disabilities,Intellectual Disability,Self Determination,High School Students,Content Analysis,Evidence Based Practice,Daily Living Skills

Goal setting and attainment are critical skills for young people with disabilities as they plan for their postschool lives in areas such as employment, postsecondary education, and community life. This article presents an analysis of the types of goals set by transition-age students with intellectual disability over 3 years while supported by teachers to use an evidence-based practice to promote self-determination, the &quot;Self-Determined Learning Model of Instruction&quot; (SDLMI). Teachers implemented the SDLMI as part of a statewide effort to enhance the transition to integrated employment for students with intellectual disability exiting high school. Findings reflect students' desire to plan for multiple aspects of their lives in the adult world and the criticality of examining teacher expectations and how they relate to instruction and supports for students engaging in the goal-setting process. Limitations and implications for research and practice are discussed.
Getting to Work: Information Literacy Instruction, Career Courses, and Digitally Proficient Students
Author: Hamlett, Alexandra
Date: 2021-06-00
Type: Journal Articles
Subjects: Information Literacy,Skill Development,Job Skills,Online Searching,Employment Potential,Employer Attitudes,Career Pathways,College Freshmen,Community Colleges,Librarian Teacher Cooperation,Research Skills,Instructional Design,Instructional Effectiveness

This article discusses how following graduation, students often enter the job market unprepared to find, evaluate, and use information in the digital environment effectively. Essentially, there is a disparity between the skills students attain in college coursework, including information literacy (IL) skills, and those required in the workplace, which impacts graduates' success as new members of the labour market. The article highlights how collaboration between a librarian and an instructor of a career centered course influenced instructional design for IL instruction in their courses. Librarians and instructors will benefit from practical examples from Guttman Community College's innovative IL Program and the professional courses, get creative ideas for instructional design, and learn new and exciting ways to deliver IL instruction.
Information Literacy of Polish State Administration Officials in the Context of the Concept of &quot;Good Governance&quot;
Author: Osinski, Zbigniew
Date: 2021-06-00
Type: Journal Articles
Subjects: Information Literacy,Public Officials,Public Administration,Information Needs,Barriers,Occupational Information,Foreign Countries,Positive Attitudes,Employee Attitudes,Knowledge Economy,Decision Making,Governance

The article presents the results of research on information literacy (IL) of employees of selected state administration offices, those in which the concept of improving the quality of work, named &quot;good governance&quot;, has been implemented. The first aim of the study was to determine the components of IL necessary for state administration employees and the deficiencies occurring in this respect. Another goal was to develop research methods and techniques which would be useful to achieve the first aim and to identify challenges of this study. The research was conducted in two stages. The first of them, carried out at the Lublin Provincial Office in Poland, was aimed at determining the information needs of individual official positions, identifying the IL essential for officials and the shortcomings in this regard. At this stage, the following research methods have been used: analysis of cards describing individual job positions in the office, the method of mapping knowledge in the office and the method of focused group interview. The second stage of the research was carried out in five provincial offices. This time, the main goal was to check whether the questionnaires developed by Polish researchers to study the information culture (the system of human attitudes towards information) of various social groups could be effectively used to study the IL of officials. It was assumed that the information culture of staff determined their ability to undertake information activities, including untypical ones, expected from them in line with the concept of &quot;good governance&quot;. The conclusion reached was that IL of employees was underestimated in the current practice of state administration. A set of components of the information skills useful for working in various office job positions have been developed. It was reported that the information culture of the studied group was characterised by an optimistic perception of their own skills and their professional usefulness. Studies have shown that obtaining conclusive results indicating the level of specific information skills in the office environment is often not possible for reasons beyond the control of a researcher. Traditional IL testing methods are assumed to fail there. This is due to the Dunning-Kruger effect (Kruger &amp; Dunning, 1999), as well as constraints imposed by the way offices function and decisions of the management of the office. It seems that achieving more precise results requires establishing close cooperation with the management of an examined group. Undertaking such research is necessary in the context of implementing the concept of &quot;good governance&quot; and a model of one of the methodologies has been presented in the article.
Knowing and Doing: The Development of Information Literacy Measures to Assess Knowledge and Practice
Author: Nierenberg, Ellen
Date: 2021-06-00
Type: Journal Articles
Subjects: Information Literacy,College Students,Evaluation Methods,Knowledge Level,Test Construction,Test Validity,Test Reliability,Information Skills,Student Evaluation,Foreign Countries,Protocol Analysis,Scoring Rubrics

This study touches upon three major themes in the field of information literacy (IL): the assessment of IL, the association between IL knowledge and skills, and the dimensionality of the IL construct. Three quantitative measures were developed and tested with several samples of university students to assess knowledge and skills for core facets of IL. These measures are freely available, applicable across disciplines, and easy to administer. Results indicate they are likely to be reliable and support valid interpretations. By measuring both knowledge and practice, the tools indicated low to moderate correlations between what students know about IL, and what they actually do when evaluating and using sources in authentic, graded assignments. The study is unique in using actual coursework to compare knowing and doing regarding students' evaluation and use of sources. It provides one of the most thorough documentations of the development and testing of IL assessment measures to date. Results also urge us to ask whether the source-focused components of IL -- information seeking, source evaluation and source use -- can be considered unidimensional constructs or sets of disparate and more loosely related components, and findings support their heterogeneity.
Using Wikipedia to Teach Scholarly Peer Review: A Creative Approach to Open Pedagogy
Author: Thomas, Paul
Date: 2021-06-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Technology,Technology Uses in Education,Encyclopedias,Electronic Publishing,Collaborative Writing,Higher Education,Student Research,Peer Evaluation,Revision (Written Composition)

This paper outlines a creative Wikipedia-based project developed by the University of Kansas (KU) Libraries and the KU Biology Department. Inspired by the tenets of open pedagogy, the purpose of this project is to use Wikipedia as a way for students to learn about the scholarly peer review process while also producing material that can be shared and used by the world outside the classroom. The paper is divided into three sections, with the first summarizing pertinent related literature related to the paper's topic. From here, the paper describes the proposed assignment, detailing a process wherein students write new articles for the encyclopedia which are then anonymously peer reviewed by other students in the class; when articles are deemed acceptable, they are published via Wikipedia. The parallels between this project and academic peer review are emphasized throughout. The paper closes by discussing the importance of this project, arguing that it fills a known scholarly need, actively produces knowledge, furthers the aims of the open access movement, and furthers scientific outreach initiatives.
Students&apos; Approaches When Researching Complex Geographical Conflicts Using the Internet
Author: Engelen, Eva
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Internet,Student Research,Teaching Methods,Information Literacy,Information Sources,Student Attitudes,Conflict,Geography,Information Seeking,Search Strategies,Audio Equipment,Maps,Web Sites,Credibility,Geography Instruction,Decision Making,Task Analysis

Many teachers hesitate to integrate internet research into their lessons as they face major uncertainties concerning their students' competencies in retrieving, evaluating and processing digital information. Understanding complex geographical conflicts using the internet poses special challenges to students, as they need to obtain multi-dimensional, spatial and temporally relevant information to grasp the conflict in its entirety. In order to obtain insights into students' digital researching strategies, a study was conducted in 2018 with 20 German secondary school students, who were asked to form their own opinion on a complex geographical conflict by searching the internet for useful information. The students were instructed to share their thoughts and actions aloud while undertaking the research. All digital activities and accompanying speech were recorded with screen and audio capture technology. The analysis of the transcripts consisted of a combination of qualitative and basic quantitative analysis, which led to the conclusion that students have very different abilities in identifying multi-dimensional information on complex geographical conflicts. The majority of the students neither used maps nor paid attention to publication dates of websites or information. Furthermore, none of the participants questioned the credibility of their retrieved digital information.
Internet Addiction and Acculturative Stress among International College Students in the United States
Author: Li, Jiaqi
Date: 2021-00-00
Type: Journal Articles
Subjects: Internet,Addictive Behavior,Acculturation,Culture Conflict,Stress Variables,Foreign Students,Undergraduate Students,Graduate Students,Asians,Gender Differences,Predictor Variables,School Counselors,Research Universities

While Internet use plays an increasingly important role in individuals' lives, many college students have found themselves totally unconsciously plunged into Internet addiction (IA). Guided by the acculturative stress theory, we examined the relationships between acculturative stress, gender, age, length of stay, and IA among international college students. Data were collected from 111 international undergraduate and graduate students studying in the United States. Hierarchical multiple regression analyses reported that acculturative stress and gender significantly predict IA among international college students. In this sample, neither age nor length of stay predicted IA. Our findings paint a picture of the potential influence of acculturative stress on IA. We offer suggestions for future research on Internet addiction and acculturative stress, particularly for international college students.
Loneliness among African International Students at Portuguese Universities
Author: Neto, Félix
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Foreign Students,Study Abroad,Undergraduate Students,Graduate Students,Predictor Variables,Stress Variables,Acculturation,Cultural Background,Financial Problems,Social Discrimination,Affective Measures,Foreign Countries

International students constitute an important sojourner group. This study examined the levels and predictors of loneliness among international students. The sample included 188 Angolan, 210 Cape Verdean, and 221 domestic college students who attended Portuguese institutions of higher education. The relative strengths of background and acculturation factors in loneliness, as an indicator of psychological adaptation, were explored. Results showed that international students reported greater levels of loneliness than native-born students. As expected, results showed that students who reported poorer financial situation, greater perceived discrimination, and lower home culture and host culture acculturation orientation scores reported higher loneliness. In addition, using hierarchical regression analyses, current findings suggest that the most significant predictors of loneliness for international students were financial situation, perceived discrimination, and orientation to heritage culture. Implications of these results for reducing loneliness of international students are discussed.
Innovative Digital Tools in EBP and Information Literacy Education for Undergraduate Nursing Students
Author: Chan, Bryan
Date: 2020-12-00
Type: Journal Articles
Subjects: Electronic Learning,Learning Modules,Evidence Based Practice,Information Literacy,Skill Development,Online Searching,Databases,Portfolios (Background Materials),Video Technology,Pacing,Instructional Effectiveness,Student Attitudes,Nursing Students,College Seniors,Learning Motivation,Foreign Countries

Background: Information literacy (IL) skills are essential for the translation of current knowledge into evidence-based practice (EBP) in healthcare, which in turn improves patient outcomes. However, students enter pre-registration nursing programs with variable IL skills, which can present challenges when preparing research-literate nursing graduates. Objectives: To develop an online module for nursing students to learn the IL skills they require to effectively implement EBP. Project design: A self-paced, interactive online module was developed for final year preregistration nursing students at an Australian university and launched in late January 2019. Four different digital tools, including screen-capture videos, split-screen tutorials, e-portfolio/learning journey platforms, and digital badges, were integrated to create an interactive module on database searching and systematic reviews. A student feedback survey was added to collect information on the students' learning experience. Results: Students reported the online module was challenging but engaging and that its self-paced interactive nature assisted their learning. Digital badges were reported as a motivating factor by students, and their attitudes toward EBP were positive. Students were able to complete the module on their own, but a handful required face-to-face assistance. Conclusion: This project successfully integrated screen-capture videos, split-screen tutorials, e-portfolios and micro-credentialing into one online learning module to assist nursing students with developing the IL skills required for effective EBP.