This project report describes using MasteryPaths in the Canvas Virtual Learning Environment as a method of helping improve the information literacy (IL) competence for undergraduate science students studying in their first year at university. The MasteryPaths incorporated a series of formative quiz assessments on referencing and finding and evaluating information, which depending on the students’ initial score directed them to further enrichment or support materials. Four degree courses (Biology, Forensics, Biomedicine and Sport) each included the MasteryPaths in a first-year module in 2020/21, which were available in Canvas following face-to-face IL sessions. Focus groups were conducted with students, and interviews were carried out with two module leaders to explore perceptions of the MasteryPaths design and effectiveness for IL skills. The article provides insight into how online, self-paced, IL formative quiz assessments can be developed in a way to motivate and engage students in their learning.
{"title":"Personalised learning paths for information literacy using Canvas MasteryPaths","authors":"Neill Dixon, Andrea Packwood","doi":"10.11645/17.1.3343","DOIUrl":"https://doi.org/10.11645/17.1.3343","url":null,"abstract":"This project report describes using MasteryPaths in the Canvas Virtual Learning Environment as a method of helping improve the information literacy (IL) competence for undergraduate science students studying in their first year at university. The MasteryPaths incorporated a series of formative quiz assessments on referencing and finding and evaluating information, which depending on the students’ initial score directed them to further enrichment or support materials. Four degree courses (Biology, Forensics, Biomedicine and Sport) each included the MasteryPaths in a first-year module in 2020/21, which were available in Canvas following face-to-face IL sessions. Focus groups were conducted with students, and interviews were carried out with two module leaders to explore perceptions of the MasteryPaths design and effectiveness for IL skills. The article provides insight into how online, self-paced, IL formative quiz assessments can be developed in a way to motivate and engage students in their learning.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45285559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book review of Mills, K. A., Unsworth, L., & Scholes, L. 2022. Literacy for Digital Futures: Mind, Body, Text","authors":"Dina Handrayani, Shofie Nurul Azizah","doi":"10.11645/17.1.3404","DOIUrl":"https://doi.org/10.11645/17.1.3404","url":null,"abstract":"","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44688027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Using a transnational lens, this narrative study examines the online information literacies of six Chinese international graduate students in the United States during the COVID-19 pandemic. The data of the study were collected from phenomenological interviewing, weekly information-seeking dairies, and focus group discussions. This study illuminates Chinese international students’ transnational information literacies in navigating the pandemic online information environment. These students stayed attuned with the pandemic conditions and relevant regulations in order to inform their important decision-making concerning health, safety, visa issues, and international travel. The study also highlights participants' cultural ways of information seeking and pragmatic approaches to information credibility assessment. Results from the study show the importance of understanding and empowering the information literacy of international students, especially during a global health emergency.
{"title":"Transnational Chinese students’ online information literacies during the COVID-19 pandemic","authors":"Huan Gao, Angela M. Kohnen","doi":"10.11645/17.1.3281","DOIUrl":"https://doi.org/10.11645/17.1.3281","url":null,"abstract":"\u0000Using a transnational lens, this narrative study examines the online information literacies of six Chinese international graduate students in the United States during the COVID-19 pandemic. The data of the study were collected from phenomenological interviewing, weekly information-seeking dairies, and focus group discussions. This study illuminates Chinese international students’ transnational information literacies in navigating the pandemic online information environment. These students stayed attuned with the pandemic conditions and relevant regulations in order to inform their important decision-making concerning health, safety, visa issues, and international travel. The study also highlights participants' cultural ways of information seeking and pragmatic approaches to information credibility assessment. Results from the study show the importance of understanding and empowering the information literacy of international students, especially during a global health emergency.\u0000","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48634176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"LILAC 2023","authors":"Alan Wheeler, L. Dolman","doi":"10.11645/17.1.42","DOIUrl":"https://doi.org/10.11645/17.1.42","url":null,"abstract":"","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46720771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A lighthearted report from the LILAC 2023 conference, held in Cambridge, covering summaries of several talks and the overall conference experience from a first-time attendee.
{"title":"LILAC 2023","authors":"Lisa Chung","doi":"10.11645/17.1.3420","DOIUrl":"https://doi.org/10.11645/17.1.3420","url":null,"abstract":"A lighthearted report from the LILAC 2023 conference, held in Cambridge, covering summaries of several talks and the overall conference experience from a first-time attendee.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46076565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Social media platforms have had a tangible effect on how users share information and their digital literacy skills. Infographics are often shared on Instagram, but they harbour the potential for misinformation. Users do not always research posts before sharing, and the social nature of the site influences user behaviour. Current digital literacy theories highlight the need to integrate digital technologies into traditional information literacy theories, because technologies are increasingly central to everyday life and information consumption. In this article, I investigated digital literacy from a user perspective, examining how users’ digital literacy skills interact with their sharing of infographics. I also examined how infographics are used for activism, and the social and visual affordances of Instagram, which helped to dictate the users’ relationship with digital literacy. I conducted a qualitative study consisting of interviews with six participants. Participants were asked about their Instagram behaviour, infographic selection, and how they judge the reliability of an infographic before sharing. Participant responses were analysed using a grounded theory approach. Responses revealed that users are familiar with traditional concepts of information literacy, such as referencing sources, but often prioritise other areas, such as the social and personal contexts of an infographic when deciding what to share. Users also dialogue with online followers using visual imagery and activism. These sharing practices are contextualised within Instagram affordances and the behaviours the platform enables and constrains. The study is novel in examining digital literacy as enacted through Instagram, specifically the use of infographics, while also foregrounding the user perspective. The results emphasise the need to consider user perspectives in digital literacy whether conducting research or teaching.
{"title":"Sharing in the echo chamber","authors":"E. Burrows","doi":"10.11645/17.1.3360","DOIUrl":"https://doi.org/10.11645/17.1.3360","url":null,"abstract":"Social media platforms have had a tangible effect on how users share information and their digital literacy skills. Infographics are often shared on Instagram, but they harbour the potential for misinformation. Users do not always research posts before sharing, and the social nature of the site influences user behaviour. Current digital literacy theories highlight the need to integrate digital technologies into traditional information literacy theories, because technologies are increasingly central to everyday life and information consumption. In this article, I investigated digital literacy from a user perspective, examining how users’ digital literacy skills interact with their sharing of infographics. I also examined how infographics are used for activism, and the social and visual affordances of Instagram, which helped to dictate the users’ relationship with digital literacy. I conducted a qualitative study consisting of interviews with six participants. Participants were asked about their Instagram behaviour, infographic selection, and how they judge the reliability of an infographic before sharing. Participant responses were analysed using a grounded theory approach. Responses revealed that users are familiar with traditional concepts of information literacy, such as referencing sources, but often prioritise other areas, such as the social and personal contexts of an infographic when deciding what to share. Users also dialogue with online followers using visual imagery and activism. These sharing practices are contextualised within Instagram affordances and the behaviours the platform enables and constrains. The study is novel in examining digital literacy as enacted through Instagram, specifically the use of infographics, while also foregrounding the user perspective. The results emphasise the need to consider user perspectives in digital literacy whether conducting research or teaching.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45235436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explored the link between information literacy (IL) and other factors that enable or inhibit the utilisation of research evidence in policymaking in Zimbabwe. The study assumes that if policymakers possess appropriate IL skills to access, assess, synthesise, and apply research evidence, they will naturally use the evidence to inform their policy decisions. Face-to-face interviews with 26 policymakers — technocrats selected from the Parliament of Zimbabwe and two ministries, Industry and Commerce, and Youth, Sport, and Recreation — produced evidence to inform the findings and conclusions. Data synthesis using thematic content analysis confirmed the findings. The results show that while IL skills are critical in enabling policymakers' use of research evidence, multiple other factors also influence the use of research evidence in policymaking due to the complexity of the process. The political and socioeconomic context plays a profound role because of the intricate and nonlinear nature of the policymaking process. Therefore, enhancing evidence use in policymaking revolves around strengthening IL skills at the individual level, including institutional and the broader policy ecosystem, by acknowledging and leveraging personal and institutional relationships. This insight illuminates the need to reorient IL programmes to link them to these other factors.
{"title":"Information literacy and its link to evidence-informed policymaking in Zimbabwe","authors":"Ronald Munatsi","doi":"10.11645/17.1.3275","DOIUrl":"https://doi.org/10.11645/17.1.3275","url":null,"abstract":"This paper explored the link between information literacy (IL) and other factors that enable or inhibit the utilisation of research evidence in policymaking in Zimbabwe. The study assumes that if policymakers possess appropriate IL skills to access, assess, synthesise, and apply research evidence, they will naturally use the evidence to inform their policy decisions. Face-to-face interviews with 26 policymakers — technocrats selected from the Parliament of Zimbabwe and two ministries, Industry and Commerce, and Youth, Sport, and Recreation — produced evidence to inform the findings and conclusions. Data synthesis using thematic content analysis confirmed the findings. The results show that while IL skills are critical in enabling policymakers' use of research evidence, multiple other factors also influence the use of research evidence in policymaking due to the complexity of the process. The political and socioeconomic context plays a profound role because of the intricate and nonlinear nature of the policymaking process. Therefore, enhancing evidence use in policymaking revolves around strengthening IL skills at the individual level, including institutional and the broader policy ecosystem, by acknowledging and leveraging personal and institutional relationships. This insight illuminates the need to reorient IL programmes to link them to these other factors.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41439626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While significant progress has been made in broadening information literacy’s (IL’s) scope, its conception of the user and their relationship to information remains painfully limited. This is particularly evident when the affective or emotional factors of information seeking behaviour are considered. Thus far, IL’s models and discourses have failed to acknowledge emotion’s fundamentally disruptive nature and have either ignored, repressed, or misrepresented users’ emotions. This has resulted in a deeply limited and inaccurate conception of the user’s information needs, and this has a particularly harmful impact on marginalised users and users engaging with affectively fraught information. This article seeks to address this oversight, initially by outlining the origins of IL’s repression of emotion and then examining the consequences of this repression in the standardised IL models; specifically in Carol C. Kuhlthau’s Information Search Process and the ACRL’s Framework for Information Literacy for Higher Education. Subsequently, this essay will examine several critical models of librarianship and IL—including Holocaust librarianship and Indigenous conceptions of relationality—in order to illuminate models of IL that adopt a relational perspective that enables an engagement with the affective elements of the user’s information needs. Finally, this essay will suggest that these relational perspectives facilitate the adoption of an ethics of care that helps address the insufficiencies inherent to our current conceptions of IL.
虽然在扩大信息素养的范围方面取得了重大进展，但其关于用户及其与信息的关系的概念仍然非常有限。当考虑到信息寻求行为的情感或情绪因素时，这一点尤为明显。到目前为止，IL的模型和话语未能认识到情感从根本上具有破坏性，要么忽视，要么压抑，要么歪曲用户的情感。这导致了对用户信息需求的深刻限制和不准确的概念，这对边缘化用户和参与充满情感的信息的用户产生了特别有害的影响。本文试图解决这一疏忽，首先概述IL情绪压抑的起源，然后在标准化IL模型中检查这种压抑的后果;特别是Carol C. Kuhlthau的信息搜索过程和ACRL的高等教育信息素养框架。随后，本文将研究图书馆事业和图书馆信息的几个关键模型，包括大屠杀图书馆事业和土著关系概念，以阐明采用关系视角的图书馆信息模型，该模型能够与用户信息需求的情感因素进行接触。最后，本文将提出，这些关系视角有助于采用护理伦理，有助于解决我们当前IL概念固有的不足之处。
{"title":"What role can affect and emotion play in academic and research information literacy practices?","authors":"Alex Hewitt","doi":"10.11645/17.1.3311","DOIUrl":"https://doi.org/10.11645/17.1.3311","url":null,"abstract":"While significant progress has been made in broadening information literacy’s (IL’s) scope, its conception of the user and their relationship to information remains painfully limited. This is particularly evident when the affective or emotional factors of information seeking behaviour are considered. Thus far, IL’s models and discourses have failed to acknowledge emotion’s fundamentally disruptive nature and have either ignored, repressed, or misrepresented users’ emotions. This has resulted in a deeply limited and inaccurate conception of the user’s information needs, and this has a particularly harmful impact on marginalised users and users engaging with affectively fraught information. This article seeks to address this oversight, initially by outlining the origins of IL’s repression of emotion and then examining the consequences of this repression in the standardised IL models; specifically in Carol C. Kuhlthau’s Information Search Process and the ACRL’s Framework for Information Literacy for Higher Education. Subsequently, this essay will examine several critical models of librarianship and IL—including Holocaust librarianship and Indigenous conceptions of relationality—in order to illuminate models of IL that adopt a relational perspective that enables an engagement with the affective elements of the user’s information needs. Finally, this essay will suggest that these relational perspectives facilitate the adoption of an ethics of care that helps address the insufficiencies inherent to our current conceptions of IL.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43685980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The "critical" element present in many critical information literacy (CIL) studies shows a commitment to the practical challenge of the power structures that shape current information regimes. In this article, we argue that it is necessary to analyse how such power structures, organised under a capitalist social order with neoliberal contours, benefit from disinformation, scientific denialism and class, race and gender oppression. In addition to discussing how philosophical notions of language and postmodern relativism appear in the present time, our main theoretical objective is to highlight some thoughts of Hegel, Marx and Bloch on the notions of dialectics, praxis and concrete utopia, aiming to contribute to strengthen the critical element that names and distinguishes CIL as a field of inquiry in library and information studies.
{"title":"Dialectical roots and routes from Hegel to Bloch","authors":"Marco Schneider, A. Bezerra","doi":"10.11645/17.1.3354","DOIUrl":"https://doi.org/10.11645/17.1.3354","url":null,"abstract":"The \"critical\" element present in many critical information literacy (CIL) studies shows a commitment to the practical challenge of the power structures that shape current information regimes. In this article, we argue that it is necessary to analyse how such power structures, organised under a capitalist social order with neoliberal contours, benefit from disinformation, scientific denialism and class, race and gender oppression. In addition to discussing how philosophical notions of language and postmodern relativism appear in the present time, our main theoretical objective is to highlight some thoughts of Hegel, Marx and Bloch on the notions of dialectics, praxis and concrete utopia, aiming to contribute to strengthen the critical element that names and distinguishes CIL as a field of inquiry in library and information studies.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48894999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"LILAC 2023","authors":"Emily Hector","doi":"10.11645/17.1.3421","DOIUrl":"https://doi.org/10.11645/17.1.3421","url":null,"abstract":"","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49072242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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