Pub Date : 2022-03-29DOI: 10.1108/ils-07-2021-0057
I. Celik, M. Dindar, H. Muukkonen
Purpose This study aims to explore Twitter posts of Turkish government agencies and the public under a specific hashtag, #NotHolidayButDistanceEducation, specifically related to online distance education during the Covid-19 pandemic. Design/methodology/approach This study used a thematic analysis on 22,547 original tweets posted by 6,970 users during the first month of online distance education in Turkish K-12 schools. Based on like and retweet counts, the study further explored the extent of stakeholders’ engagement with the observed themes. Findings The findings showed that government agencies and citizens used Twitter to provide technical and psychological support, appreciate and motivate stakeholders, demonstrate sample distance education activities, share information and offer suggestions about the ongoing online distance education. It was also observed that the hashtag has been used for expressing negative views about online distance education and for political purposes. A positive relationship was found between social media engagement and providing technical support or sharing information for online distance education. Practical implications This study highlights the role of social media in providing practical and emotional support to education stakeholders in times of crisis. Thus, governments can use social media to provide evidence-based psychological and physical health support to their citizens during a pandemic. Social media can serve to improve education practices in schools through the interactions between the public and policymakers. Originality/value To the best of the authors’ knowledge, this study can be considered unique because it demonstrates the civic use of social media for educational crisis management. This study highlights the influence of social media in educational policy and practice development in the contemporary era.
{"title":"#NotHolidayButDistance Education: a study on social media use for K-12 education during the COVID-19 pandemic","authors":"I. Celik, M. Dindar, H. Muukkonen","doi":"10.1108/ils-07-2021-0057","DOIUrl":"https://doi.org/10.1108/ils-07-2021-0057","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore Twitter posts of Turkish government agencies and the public under a specific hashtag, #NotHolidayButDistanceEducation, specifically related to online distance education during the Covid-19 pandemic.\u0000\u0000\u0000Design/methodology/approach\u0000This study used a thematic analysis on 22,547 original tweets posted by 6,970 users during the first month of online distance education in Turkish K-12 schools. Based on like and retweet counts, the study further explored the extent of stakeholders’ engagement with the observed themes.\u0000\u0000\u0000Findings\u0000The findings showed that government agencies and citizens used Twitter to provide technical and psychological support, appreciate and motivate stakeholders, demonstrate sample distance education activities, share information and offer suggestions about the ongoing online distance education. It was also observed that the hashtag has been used for expressing negative views about online distance education and for political purposes. A positive relationship was found between social media engagement and providing technical support or sharing information for online distance education.\u0000\u0000\u0000Practical implications\u0000This study highlights the role of social media in providing practical and emotional support to education stakeholders in times of crisis. Thus, governments can use social media to provide evidence-based psychological and physical health support to their citizens during a pandemic. Social media can serve to improve education practices in schools through the interactions between the public and policymakers.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this study can be considered unique because it demonstrates the civic use of social media for educational crisis management. This study highlights the influence of social media in educational policy and practice development in the contemporary era.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"119 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91121696","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}
Pub Date : 2022-03-29DOI: 10.1108/ils-01-2021-0005
Usman Haider, Syeda Hina Batool, Amara Malik, K. Mahmood, Muhmmad Safdar
Purpose Reporters are considered unique in terms of their information needs and seeking from other groups of masses. As they are running information business, the purpose of the study is to know about their skills of seeking, evaluating and engaging with information effectively and efficiently. Design/methodology/approach A cross-sectional survey was conducted with electronic media reporters from 20 news channels to assess their information literacy skills (IL) and personal information management practices (PIM). Findings The results indicated that the study’s participants considered themselves as information literate. They perceived themselves competent and confident in IL skills for the overall scale and on its all sub-dimensions as well. Interestingly, the study findings show that IL skills affect PIM practices positively. However, they were less competent in advanced searching techniques (i.e. use of Boolean logic, truncation etc.) and cloud-based storing tools and applications. Practical implications The study has inferences for information professionals, educators, media owners and other stakeholders. Policymakers in electronic media, particularly media libraries should offer training opportunities by organizing workshops, seminars etc. to enhance their advanced IL as well as PIM skills at workplace. Originality/value Very few studies investigated the IL phenomenon beyond its skills and assessment aspects. The present study uniquely identified impact of IL on PIM practices of working electronic media journalists.
{"title":"Bonding between information literacy and personal information management practices: a survey of electronic media journalists","authors":"Usman Haider, Syeda Hina Batool, Amara Malik, K. Mahmood, Muhmmad Safdar","doi":"10.1108/ils-01-2021-0005","DOIUrl":"https://doi.org/10.1108/ils-01-2021-0005","url":null,"abstract":"\u0000Purpose\u0000Reporters are considered unique in terms of their information needs and seeking from other groups of masses. As they are running information business, the purpose of the study is to know about their skills of seeking, evaluating and engaging with information effectively and efficiently.\u0000\u0000\u0000Design/methodology/approach\u0000A cross-sectional survey was conducted with electronic media reporters from 20 news channels to assess their information literacy skills (IL) and personal information management practices (PIM).\u0000\u0000\u0000Findings\u0000The results indicated that the study’s participants considered themselves as information literate. They perceived themselves competent and confident in IL skills for the overall scale and on its all sub-dimensions as well. Interestingly, the study findings show that IL skills affect PIM practices positively. However, they were less competent in advanced searching techniques (i.e. use of Boolean logic, truncation etc.) and cloud-based storing tools and applications.\u0000\u0000\u0000Practical implications\u0000The study has inferences for information professionals, educators, media owners and other stakeholders. Policymakers in electronic media, particularly media libraries should offer training opportunities by organizing workshops, seminars etc. to enhance their advanced IL as well as PIM skills at workplace.\u0000\u0000\u0000Originality/value\u0000Very few studies investigated the IL phenomenon beyond its skills and assessment aspects. The present study uniquely identified impact of IL on PIM practices of working electronic media journalists.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"66 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86077488","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}
Pub Date : 2022-03-21DOI: 10.1108/ils-08-2020-0192
Sandra Becker, M. Jacobsen
Purpose Using Johansson-Sköldberg et al.’s (2013) descriptions of design discourses, this study aims to analyze teacher interviews, research notes and teacher and student artifacts to determine if engagement in design practices led to changes in the teacher’s thinking. Design/methodology/approach This article presents results from a year-long study that explored how a teacher enacted design discourses to engage in curriculum learning within an elementary school makerspace. The design-based study involved a collaborative partnership where a teacher and researcher co-designed, co-enacted and co-reflected on three cycles of making featuring curriculum studies in science, mathematics and social studies. Findings The authors determined that engagement in all four design discourses led to transformative changes in the teacher’s thinking about herself as a teacher and her students as learners. The evidence suggests the school makerspace can serve as a liminal design space for professional learning, given that implicit in the makerspace is the embodiment of design practices such as problem finding, iteration and reflection. Research limitations/implications Engaging in design discourses in the makerspace can lead teachers to question the frames they hold about teaching and learning. However, teachers need ongoing support in developing discipline knowledge and prioritizing the time required for designing, iterating and reflecting on learning in the makerspace. Practical implications The makerspace provides a liminal space for teachers’ professional learning in that implicit in the makerspace is the embodiment of design practices such as problem finding, iteration and reflection. Originality/value This study is unique, in that it places the importance of teacher learning in the elementary school makerspace on equal footing with student learning, thereby creating a culture of inquiry for all.
{"title":"Exploring design discourses and liminality as features of professional learning in an elementary makerspace","authors":"Sandra Becker, M. Jacobsen","doi":"10.1108/ils-08-2020-0192","DOIUrl":"https://doi.org/10.1108/ils-08-2020-0192","url":null,"abstract":"\u0000Purpose\u0000Using Johansson-Sköldberg et al.’s (2013) descriptions of design discourses, this study aims to analyze teacher interviews, research notes and teacher and student artifacts to determine if engagement in design practices led to changes in the teacher’s thinking.\u0000\u0000\u0000Design/methodology/approach\u0000This article presents results from a year-long study that explored how a teacher enacted design discourses to engage in curriculum learning within an elementary school makerspace. The design-based study involved a collaborative partnership where a teacher and researcher co-designed, co-enacted and co-reflected on three cycles of making featuring curriculum studies in science, mathematics and social studies.\u0000\u0000\u0000Findings\u0000The authors determined that engagement in all four design discourses led to transformative changes in the teacher’s thinking about herself as a teacher and her students as learners. The evidence suggests the school makerspace can serve as a liminal design space for professional learning, given that implicit in the makerspace is the embodiment of design practices such as problem finding, iteration and reflection.\u0000\u0000\u0000Research limitations/implications\u0000Engaging in design discourses in the makerspace can lead teachers to question the frames they hold about teaching and learning. However, teachers need ongoing support in developing discipline knowledge and prioritizing the time required for designing, iterating and reflecting on learning in the makerspace.\u0000\u0000\u0000Practical implications\u0000The makerspace provides a liminal space for teachers’ professional learning in that implicit in the makerspace is the embodiment of design practices such as problem finding, iteration and reflection.\u0000\u0000\u0000Originality/value\u0000This study is unique, in that it places the importance of teacher learning in the elementary school makerspace on equal footing with student learning, thereby creating a culture of inquiry for all.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"7 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82366815","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}
Pub Date : 2022-03-02DOI: 10.1108/ils-10-2021-0090
H. Baber, Mina Fanea-Ivanovici, Yoo-Taek Lee, Hasan Tinmaz
Purpose Digital literacy is not the mere ability to use a digital device or know to use various software. It is a domain of exploration for sociology, psychology, education and, of course, technology. This study aims to present a quantitative analysis of the literature on digital literacy using a bibliometric approach. Design/methodology/approach Using data from the Web of Science database, the importance of the research is evaluated by reviewing 2307 publications and examining the yearly publication, field category productivity, citation structure, most cited resources, documents, most-cited authors, most productive authors, and country in the field of digital literacy. Further, a cluster analysis is conducted to see the most recurrent keywords and emerging trends in this field. At last, the authors analyzed the thematic progression of keywords over these five years based on the normalized citations. Additionally, a graphical representation of the bibliometric data using VOSviewer is presented in the paper. Findings The results suggest a steady rate of publication in this field, with most of the research published in education and library fields and the USA leading the country in this realm. The emerging themes in this field are ‘Fake News’, ‘Competence’, ‘Educational Technology’, ‘Health Literacy’, ‘Self-Efficacy’ and, interestingly, ‘COVID-19’. The results also revealed that COVID-19 has been examined and associated with fake news, higher education, social media and information literacy. Originality/value This paper provides an overall summary of the most recent research work published from 2017 to 2021 on digital literacy in the backdrop of COVID-19. The study presents the thematic progression over the years and particularly the new keywords that emerged in the limelight of the pandemic. It contributes by updating the existing body of knowledge in the field of digital literacy and presents preliminary results related to COVID-19.
数字素养不仅仅是使用数字设备或知道使用各种软件的能力。它是社会学、心理学、教育学，当然还有技术的探索领域。本研究旨在使用文献计量学方法对数字素养的文献进行定量分析。设计/方法/方法使用Web of Science数据库的数据，通过审查2307份出版物，并检查年度出版物、领域类别生产力、引文结构、被引用最多的资源、文献、被引用最多的作者、最多产的作者和数字素养领域的国家，来评估研究的重要性。此外，还进行了聚类分析，以查看该领域中最常出现的关键词和新兴趋势。最后，在归一化引用的基础上，分析了近五年来关键词的主题变化趋势。此外，本文还利用VOSviewer对文献计量数据进行了图形化表示。研究结果表明，这一领域的发表率稳定，大多数研究发表在教育和图书馆领域，美国在这一领域处于领先地位。该领域的新主题是“假新闻”、“能力”、“教育技术”、“健康素养”、“自我效能”，有趣的是，还有“COVID-19”。研究结果还显示，新冠肺炎与假新闻、高等教育、社交媒体和信息素养有关。本文全面总结了2017年至2021年在2019冠状病毒病背景下发表的关于数字扫盲的最新研究工作。该研究报告介绍了多年来的主题进展情况，特别是在大流行的聚光灯下出现的新关键词。它的贡献是更新数字扫盲领域的现有知识体系，并介绍与COVID-19相关的初步成果。
{"title":"A bibliometric analysis of digital literacy research and emerging themes pre-during COVID-19 pandemic","authors":"H. Baber, Mina Fanea-Ivanovici, Yoo-Taek Lee, Hasan Tinmaz","doi":"10.1108/ils-10-2021-0090","DOIUrl":"https://doi.org/10.1108/ils-10-2021-0090","url":null,"abstract":"\u0000Purpose\u0000Digital literacy is not the mere ability to use a digital device or know to use various software. It is a domain of exploration for sociology, psychology, education and, of course, technology. This study aims to present a quantitative analysis of the literature on digital literacy using a bibliometric approach.\u0000\u0000\u0000Design/methodology/approach\u0000Using data from the Web of Science database, the importance of the research is evaluated by reviewing 2307 publications and examining the yearly publication, field category productivity, citation structure, most cited resources, documents, most-cited authors, most productive authors, and country in the field of digital literacy. Further, a cluster analysis is conducted to see the most recurrent keywords and emerging trends in this field. At last, the authors analyzed the thematic progression of keywords over these five years based on the normalized citations. Additionally, a graphical representation of the bibliometric data using VOSviewer is presented in the paper.\u0000\u0000\u0000Findings\u0000The results suggest a steady rate of publication in this field, with most of the research published in education and library fields and the USA leading the country in this realm. The emerging themes in this field are ‘Fake News’, ‘Competence’, ‘Educational Technology’, ‘Health Literacy’, ‘Self-Efficacy’ and, interestingly, ‘COVID-19’. The results also revealed that COVID-19 has been examined and associated with fake news, higher education, social media and information literacy.\u0000\u0000\u0000Originality/value\u0000This paper provides an overall summary of the most recent research work published from 2017 to 2021 on digital literacy in the backdrop of COVID-19. The study presents the thematic progression over the years and particularly the new keywords that emerged in the limelight of the pandemic. It contributes by updating the existing body of knowledge in the field of digital literacy and presents preliminary results related to COVID-19.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"29 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89926167","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}
Pub Date : 2022-02-04DOI: 10.1108/ils-09-2021-0084
Iulian Vamanu, Elizabeth Zak
Purpose Learning how to identify and avoid inaccurate information, especially disinformation, is essential for any informational consumer. Many information literacy tools specify criteria that can help users evaluate information more efficiently and effectively. However, the authors of these tools do not always agree on which criteria should be emphasized, what they mean or why they should be included in the tool. This study aims to clarify two such criteria (source credibility and soundness of content), which evolutionary cognitive psychology research emphasize. This paper uses them as a basis for building a question-based evaluation tool and draws implications for information literacy programs. Design/methodology/approach This paper draws on cross-disciplinary scholarship (in library and information science, evolutionary cognitive psychology and rhetoric studies) to explore 15 approaches to information evaluation which conceptualizes source credibility and content soundness, two markers of information accuracy. This paper clarifies these two concepts, builds two sets of questions meant to elicit empirical indicators of information accuracy and deploys them against a recent piece of journalism which embeds a conspiracy theory about the origins of the COVID-19 pandemic. This paper shows how the two standards can help us determine that the article is misleading. This paper draws implications for information literacy programs. Findings The meanings of and relationships between source credibility and content soundness often diverge across the 15 approaches to information evaluation this paper analyzed. Conceptual analysis allowed the authors to articulate source credibility in terms of authority and trustworthiness, and content soundness in terms of plausibility and evidential support. These conceptualizations allow the authors to formulate two respective sets of appropriate questions, the answers to which are meant to function as empirical indicators for the two standards. Deploying this instrument provides us with the opportunity to understand why a certain article discussing COVID-19 is misleading. Originality/value By articulating source credibility and content soundness as the two key criteria for evaluating information, together with guiding questions meant to elicit empirical indicators for them, this paper streamlines the process through which information users can judge the likelihood that a piece of information they encounter is accurate.
{"title":"Information source and content: articulating two key concepts for information evaluation","authors":"Iulian Vamanu, Elizabeth Zak","doi":"10.1108/ils-09-2021-0084","DOIUrl":"https://doi.org/10.1108/ils-09-2021-0084","url":null,"abstract":"\u0000Purpose\u0000Learning how to identify and avoid inaccurate information, especially disinformation, is essential for any informational consumer. Many information literacy tools specify criteria that can help users evaluate information more efficiently and effectively. However, the authors of these tools do not always agree on which criteria should be emphasized, what they mean or why they should be included in the tool. This study aims to clarify two such criteria (source credibility and soundness of content), which evolutionary cognitive psychology research emphasize. This paper uses them as a basis for building a question-based evaluation tool and draws implications for information literacy programs.\u0000\u0000\u0000Design/methodology/approach\u0000This paper draws on cross-disciplinary scholarship (in library and information science, evolutionary cognitive psychology and rhetoric studies) to explore 15 approaches to information evaluation which conceptualizes source credibility and content soundness, two markers of information accuracy. This paper clarifies these two concepts, builds two sets of questions meant to elicit empirical indicators of information accuracy and deploys them against a recent piece of journalism which embeds a conspiracy theory about the origins of the COVID-19 pandemic. This paper shows how the two standards can help us determine that the article is misleading. This paper draws implications for information literacy programs.\u0000\u0000\u0000Findings\u0000The meanings of and relationships between source credibility and content soundness often diverge across the 15 approaches to information evaluation this paper analyzed. Conceptual analysis allowed the authors to articulate source credibility in terms of authority and trustworthiness, and content soundness in terms of plausibility and evidential support. These conceptualizations allow the authors to formulate two respective sets of appropriate questions, the answers to which are meant to function as empirical indicators for the two standards. Deploying this instrument provides us with the opportunity to understand why a certain article discussing COVID-19 is misleading.\u0000\u0000\u0000Originality/value\u0000By articulating source credibility and content soundness as the two key criteria for evaluating information, together with guiding questions meant to elicit empirical indicators for them, this paper streamlines the process through which information users can judge the likelihood that a piece of information they encounter is accurate.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"30 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88600776","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}
Pub Date : 2022-02-03DOI: 10.1108/ils-09-2021-0083
Britt S. Paris, R. Reynolds, Gina Marcello
Purpose This paper aims to address some limitations in existing approaches to the study of mis- and dis-information and offers what the authors propose as a more comprehensive approach to framing and studying these issues, geared toward the undergraduate level of learner. In doing so, the authors prioritize social shaping of technology and critical informatics perspectives as lenses for explicating and understanding complex mis- and dis-information phenomena. One purpose is to offer readers an understanding of the mis- and dis-information studies landscape, and advocate for the merit of taking the given approach the authors outline. Design/methodology/approach The paper builds upon design-based research (DBR) methods. In this paper, the authors present the actual curriculum that will be empirically researched in 2022 and beyond in a program of iterative DBR. Findings Findings of this conceptual paper comprise a fully articulated undergraduate syllabus for a course the authors entitled, “Disinformation Detox.” The authors will iterate upon this curriculum development in ongoing situated studies conducted in undergraduate classrooms. Originality/value The value and originality of this article is in its contribution of the ontological “innovation” of a way of framing the mis- and dis-information knowledge domain in terms of social shaping and critical informatics theories. The authors argue that the proposed approach offers students the opportunity to cultivate a complex form of what Milner and Phillips describe as “ecological literacy” that is in keeping with the mis- and dis-information problem domain.
{"title":"Disinformation detox: teaching and learning about mis- and disinformation using socio-technical systems research perspectives","authors":"Britt S. Paris, R. Reynolds, Gina Marcello","doi":"10.1108/ils-09-2021-0083","DOIUrl":"https://doi.org/10.1108/ils-09-2021-0083","url":null,"abstract":"\u0000Purpose\u0000This paper aims to address some limitations in existing approaches to the study of mis- and dis-information and offers what the authors propose as a more comprehensive approach to framing and studying these issues, geared toward the undergraduate level of learner. In doing so, the authors prioritize social shaping of technology and critical informatics perspectives as lenses for explicating and understanding complex mis- and dis-information phenomena. One purpose is to offer readers an understanding of the mis- and dis-information studies landscape, and advocate for the merit of taking the given approach the authors outline.\u0000\u0000\u0000Design/methodology/approach\u0000The paper builds upon design-based research (DBR) methods. In this paper, the authors present the actual curriculum that will be empirically researched in 2022 and beyond in a program of iterative DBR.\u0000\u0000\u0000Findings\u0000Findings of this conceptual paper comprise a fully articulated undergraduate syllabus for a course the authors entitled, “Disinformation Detox.” The authors will iterate upon this curriculum development in ongoing situated studies conducted in undergraduate classrooms.\u0000\u0000\u0000Originality/value\u0000The value and originality of this article is in its contribution of the ontological “innovation” of a way of framing the mis- and dis-information knowledge domain in terms of social shaping and critical informatics theories. The authors argue that the proposed approach offers students the opportunity to cultivate a complex form of what Milner and Phillips describe as “ecological literacy” that is in keeping with the mis- and dis-information problem domain.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"30 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78932818","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}
Pub Date : 2022-02-03DOI: 10.1108/ils-08-2021-0072
Michael A. Spikes, D. Rapp
Purpose As technology enables the rapid spread of mis- and disinformation, a critical challenge for scholars and practitioners involves building student’s news media literacy (NML), a subset of media literacy education centered around journalism. This paper aims to offer a case study of secondary civics classrooms that use NML lessons and current events in their curricula, providing an empirical account of teaching techniques being used to support students' dispositions and practices. Design/methodology/approach This multiple case study investigates three secondary classes taught by two teachers. Data collection methods included observations, field notes and interviews with the teachers. Discourse and actions were analyzed by probing the participant structures and means of classroom management. Findings The findings highlight instructional techniques used by both teachers which consisted of instructionist and constructivist approaches, with informative shifts observed between the two. The teachers used instructionist methods when transmitting declarative knowledge (such as key definitions), and constructivist methods when working with students to consider more abstract concepts and developing news stories. Originality/value The demand for NML and associated pedagogy is increasing given awareness of the rapid spread and problematic influence of mis-and disinformation. There is a critical need for describing teachers’ implementations of these pedagogies, given calls for enacting NML into public policy despite limited awareness of the ways they actually unfold in classrooms. The current project shows how instructionist and constructivist frames prove helpful for understanding instructional practices, and for contemplating anticipated designs of NML pedagogy in classrooms.
{"title":"Examining instructional practices in news media literacy: shifts in instruction and co-construction","authors":"Michael A. Spikes, D. Rapp","doi":"10.1108/ils-08-2021-0072","DOIUrl":"https://doi.org/10.1108/ils-08-2021-0072","url":null,"abstract":"\u0000Purpose\u0000As technology enables the rapid spread of mis- and disinformation, a critical challenge for scholars and practitioners involves building student’s news media literacy (NML), a subset of media literacy education centered around journalism. This paper aims to offer a case study of secondary civics classrooms that use NML lessons and current events in their curricula, providing an empirical account of teaching techniques being used to support students' dispositions and practices.\u0000\u0000\u0000Design/methodology/approach\u0000This multiple case study investigates three secondary classes taught by two teachers. Data collection methods included observations, field notes and interviews with the teachers. Discourse and actions were analyzed by probing the participant structures and means of classroom management.\u0000\u0000\u0000Findings\u0000The findings highlight instructional techniques used by both teachers which consisted of instructionist and constructivist approaches, with informative shifts observed between the two. The teachers used instructionist methods when transmitting declarative knowledge (such as key definitions), and constructivist methods when working with students to consider more abstract concepts and developing news stories.\u0000\u0000\u0000Originality/value\u0000The demand for NML and associated pedagogy is increasing given awareness of the rapid spread and problematic influence of mis-and disinformation. There is a critical need for describing teachers’ implementations of these pedagogies, given calls for enacting NML into public policy despite limited awareness of the ways they actually unfold in classrooms. The current project shows how instructionist and constructivist frames prove helpful for understanding instructional practices, and for contemplating anticipated designs of NML pedagogy in classrooms.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"39 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80512911","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}
Pub Date : 2022-02-01DOI: 10.1108/ils-08-2021-0067
Tara Zimmerman, M. Njeri, Malak Khader, J. Allen
Purpose This study aims to recognize the challenge of identifying deceptive information and provides a framework for thinking about how we as humans negotiate the current media environment filled with misinformation and disinformation. Design/methodology/approach This study reviews the influence of Wilson’s (2016) General Theory of Information Behavior (IB) in the field of information science (IS) before introducing Levine’s Truth-Default Theory (TDT) as a method of deception detection. By aligning Levine’s findings with published scholarship on IB, this study illustrates the fundamental similarities between TDT and existing research in IS. Findings This study introduces a modification of Wilson’s work which incorporates truth-default, translating terms to apply this theory to the broader area of IB rather than Levine’s original face-to-face deception detection. Originality/value False information, particularly online, continues to be an increasing problem for both individuals and society, yet existing IB models cannot not account for the necessary step of determining the truth or falsehood of consumed information. It is critical to integrate this crucial decision point in this study’s IB models (e.g. Wilson’s model) to acknowledge the human tendency to default to truth and thus providing a basis for studying the twin phenomena of misinformation and disinformation from an IS perspective. Moreover, this updated model for IB contributes the Truth Default Framework for studying how people approach the daunting task of determining truth, reliability and validity in the immense number of news items, social media posts and other sources of information they encounter daily. By understanding and recognizing our human default to truth/trust, we can start to understand more about our vulnerability to misinformation and disinformation and be more prepared to guard against it.
{"title":"Default to truth in information behavior: a proposed framework for understanding vulnerability to deceptive information","authors":"Tara Zimmerman, M. Njeri, Malak Khader, J. Allen","doi":"10.1108/ils-08-2021-0067","DOIUrl":"https://doi.org/10.1108/ils-08-2021-0067","url":null,"abstract":"\u0000Purpose\u0000This study aims to recognize the challenge of identifying deceptive information and provides a framework for thinking about how we as humans negotiate the current media environment filled with misinformation and disinformation.\u0000\u0000\u0000Design/methodology/approach\u0000This study reviews the influence of Wilson’s (2016) General Theory of Information Behavior (IB) in the field of information science (IS) before introducing Levine’s Truth-Default Theory (TDT) as a method of deception detection. By aligning Levine’s findings with published scholarship on IB, this study illustrates the fundamental similarities between TDT and existing research in IS.\u0000\u0000\u0000Findings\u0000This study introduces a modification of Wilson’s work which incorporates truth-default, translating terms to apply this theory to the broader area of IB rather than Levine’s original face-to-face deception detection.\u0000\u0000\u0000Originality/value\u0000False information, particularly online, continues to be an increasing problem for both individuals and society, yet existing IB models cannot not account for the necessary step of determining the truth or falsehood of consumed information. It is critical to integrate this crucial decision point in this study’s IB models (e.g. Wilson’s model) to acknowledge the human tendency to default to truth and thus providing a basis for studying the twin phenomena of misinformation and disinformation from an IS perspective. Moreover, this updated model for IB contributes the Truth Default Framework for studying how people approach the daunting task of determining truth, reliability and validity in the immense number of news items, social media posts and other sources of information they encounter daily. By understanding and recognizing our human default to truth/trust, we can start to understand more about our vulnerability to misinformation and disinformation and be more prepared to guard against it.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"106 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75787526","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}
Pub Date : 2022-01-27DOI: 10.1108/ils-09-2021-0081
Sarah McGrew, I. Chinoy
Purpose College students need more support learning to effectively search for and evaluate online information. Without such skills, students are vulnerable to mis- and disinformation that may appear in their search results, Web browsing and social media feeds. This study investigated four short instructional modules four short instructional modules that were developed to be delivered asynchronously to teach effective approaches to online search and evaluation. Design/methodology/approach This exploratory study analyzed pre- and post-tests that students in two journalism courses completed before and after the modules. A total of 29 students completed written versions of the pre- and post-tests and 8 students participated in interviews in which they thought aloud while completing the pre- and post-tests. Written and oral responses were analyzed to understand students’ search and evaluation strategies and how, if at all, these shifted from pre- to post-test. Findings From pre- to post-test, students showed evidence of using strategies that were introduced in the modules to search for and evaluate online content. On the post-test, more students engaged in lateral reading to evaluate unfamiliar websites, used search operators and tools and more critically evaluated elements of the search engine results page. Originality/value This study provides initial, positive evidence for the efficacy of embedding short, asynchronous modules in college courses to improve students’ approaches to online searches and evaluations. College students need such support and modules like the ones investigated in this study may be one way to provide it.
{"title":"Fighting misinformation in college: students learn to search and evaluate online information through flexible modules","authors":"Sarah McGrew, I. Chinoy","doi":"10.1108/ils-09-2021-0081","DOIUrl":"https://doi.org/10.1108/ils-09-2021-0081","url":null,"abstract":"\u0000Purpose\u0000College students need more support learning to effectively search for and evaluate online information. Without such skills, students are vulnerable to mis- and disinformation that may appear in their search results, Web browsing and social media feeds. This study investigated four short instructional modules four short instructional modules that were developed to be delivered asynchronously to teach effective approaches to online search and evaluation.\u0000\u0000\u0000Design/methodology/approach\u0000This exploratory study analyzed pre- and post-tests that students in two journalism courses completed before and after the modules. A total of 29 students completed written versions of the pre- and post-tests and 8 students participated in interviews in which they thought aloud while completing the pre- and post-tests. Written and oral responses were analyzed to understand students’ search and evaluation strategies and how, if at all, these shifted from pre- to post-test.\u0000\u0000\u0000Findings\u0000From pre- to post-test, students showed evidence of using strategies that were introduced in the modules to search for and evaluate online content. On the post-test, more students engaged in lateral reading to evaluate unfamiliar websites, used search operators and tools and more critically evaluated elements of the search engine results page.\u0000\u0000\u0000Originality/value\u0000This study provides initial, positive evidence for the efficacy of embedding short, asynchronous modules in college courses to improve students’ approaches to online searches and evaluations. College students need such support and modules like the ones investigated in this study may be one way to provide it.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"26 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81243359","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}
Pub Date : 2022-01-11DOI: 10.1108/ils-09-2021-0077
K. Kadimo, A. Mutshewa, M. Kebaetse
Purpose Seeking to leverage on benefits of personal mobile device use, medical schools and healthcare facilities are increasingly embracing the use of personal mobile devices for medical education and healthcare delivery through bring-your-own-device (BYOD) policies. However, empirical research findings that could guide the development of BYOD policies are scarce. Available research is dominated by studies that were guided by technocentric approaches, hence seemingly overlooking the complexities of the interactions of actors in mobile device technologies implementation. The purpose of this study was to use the actor–network theory to explore the potential role of a BYOD policy at the University of Botswana’s Faculty of Medicine. Design/methodology/approach Purposive sampling was used to select the participants and interviews, focus group discussions, observations and document analysis were used to collect data. Data were collected from 27 participants and analysed using grounded theory techniques. Emerging themes were continually compared and contrasted with incoming data to create broad themes and sub-themes and to establish relationships or patterns from the data. Findings The results suggest that the potential roles for BYOD policy include promoting appropriate mobile device use, promoting equitable access to mobile devices and content, and integrating mobile devices into medical education, healthcare delivery and other institutional processes. Research limitations/implications BYOD policy could be conceptualized and researched as a “script” that binds actors/actants into a “network” of constituents (with shared interests) such as medical schools and healthcare facilities, mobile devices, internet/WiFi, computers, software, computer systems, medical students, clinical teachers or doctors, nurses, information technology technicians, patients, curriculum, information sources or content, classrooms, computer labs and infections. Practical implications BYOD is a policy that seeks to represent the interests (presents as a solution to their problems) of the key stakeholders such as medical schools, healthcare facilities and mobile device users. BYOD is introduced in medical schools and healthcare facilities to promote equitable access to mobile devices and content, appropriate mobile device use and ensure distribution of liability between the mobile device users and the institution and address the implication of mobile device use in teaching and learning. Originality/value The BYOD policy is a comprehensive solution that transcends other institutional policies and regulations to fully integrate mobile devices in medical education and healthcare delivery.
{"title":"Understanding the role of the bring-your-own-device policy in medical education and healthcare delivery at the University of Botswana’s Faculty of Medicine","authors":"K. Kadimo, A. Mutshewa, M. Kebaetse","doi":"10.1108/ils-09-2021-0077","DOIUrl":"https://doi.org/10.1108/ils-09-2021-0077","url":null,"abstract":"\u0000Purpose\u0000Seeking to leverage on benefits of personal mobile device use, medical schools and healthcare facilities are increasingly embracing the use of personal mobile devices for medical education and healthcare delivery through bring-your-own-device (BYOD) policies. However, empirical research findings that could guide the development of BYOD policies are scarce. Available research is dominated by studies that were guided by technocentric approaches, hence seemingly overlooking the complexities of the interactions of actors in mobile device technologies implementation. The purpose of this study was to use the actor–network theory to explore the potential role of a BYOD policy at the University of Botswana’s Faculty of Medicine.\u0000\u0000\u0000Design/methodology/approach\u0000Purposive sampling was used to select the participants and interviews, focus group discussions, observations and document analysis were used to collect data. Data were collected from 27 participants and analysed using grounded theory techniques. Emerging themes were continually compared and contrasted with incoming data to create broad themes and sub-themes and to establish relationships or patterns from the data.\u0000\u0000\u0000Findings\u0000The results suggest that the potential roles for BYOD policy include promoting appropriate mobile device use, promoting equitable access to mobile devices and content, and integrating mobile devices into medical education, healthcare delivery and other institutional processes.\u0000\u0000\u0000Research limitations/implications\u0000BYOD policy could be conceptualized and researched as a “script” that binds actors/actants into a “network” of constituents (with shared interests) such as medical schools and healthcare facilities, mobile devices, internet/WiFi, computers, software, computer systems, medical students, clinical teachers or doctors, nurses, information technology technicians, patients, curriculum, information sources or content, classrooms, computer labs and infections.\u0000\u0000\u0000Practical implications\u0000BYOD is a policy that seeks to represent the interests (presents as a solution to their problems) of the key stakeholders such as medical schools, healthcare facilities and mobile device users. BYOD is introduced in medical schools and healthcare facilities to promote equitable access to mobile devices and content, appropriate mobile device use and ensure distribution of liability between the mobile device users and the institution and address the implication of mobile device use in teaching and learning.\u0000\u0000\u0000Originality/value\u0000The BYOD policy is a comprehensive solution that transcends other institutional policies and regulations to fully integrate mobile devices in medical education and healthcare delivery.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"4 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77856004","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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