Generation’s information need: A study of Pakistani university library

The goal of this paper is to define how generations influence information behavior and needs for accessing and using library resources, as well as how successfully the university library in Karachi serves both generations at the same time. In the Pakistani context needs of different age group was not detected in the literature review, and this study intended to address that space. The mixed-methods approach was used to gather the data that included observation, interviews, and questionnaires. Quantitative data was examined using Excel, while qualitative data was assessed using the study\u27s theme. The information behavior of users\u27 wants and preferences was measured using Likert-scale replies. Only after administering the questionnaires did the users\u27 generation become known. As a result, the researcher targeted them based on the respondents\u27 status (professor or student) to optimize the sample for each generation. The teachers were utilized to target immigrants in the digital age, while students were employed to target natives of the digital age. Both immigrants in the digital age and natives of the digital age were common targets for Ph.D. students. Only one location, the University of Karachi Library, was used for this research. This study looked at how different generations in Karachi\u27s university libraries could be guided to adjust to global developments successfully and efficiently. This study looked at the impact of generational differences on information requirements and preferences, as well as how the university library in Karachi is simultaneously and successfully servicing a variety of user needs

Generation’s Information Need: A Study of Pakistani University Library

The goal of this paper is to define how generations influence information behavior and needs for accessing and using library resources, as well as how successfully the university library in Karachi serves both generations at the same time. In the Pakistani context needs of different age group was not detected in the literature review, and this study intended to address that space. The mixed-methods approach was used to gather the data that included observation, interviews, and questionnaires. Quantitative data was examined using Excel, while qualitative data was assessed using the study\u27s theme. The information behavior of users\u27 wants and preferences was measured using Likert-scale replies. Only after administering the questionnaires did the users\u27 generation become known. As a result, the researcher targeted them based on the respondents\u27 status (professor or student) to optimize the sample for each generation. The teachers were utilized to target immigrants in the digital age, while students were employed to target natives of the digital age. Both immigrants in the digital age and natives of the digital age were common targets for Ph.D. students. Only one location, the University of Karachi Library, was used for this research. This study looked at how different generations in Karachi\u27s university libraries could be guided to adjust to global developments successfully and efficiently. This study looked at the impact of generational differences on information requirements and preferences, as well as how the university library in Karachi is simultaneously and successfully servicing a variety of user needs

Information Literacy Self-Efficacy and Academic Resilience among final year Pre-Service School Librarians: Implications for Library Mentorship

The study examined the relationship that exists between academic resilience and information literacy self-efficacy among final year pre-service school librarians in a selected University in Nigeria. This study adopted the correlational survey research design. Through multistage sampling technique, 60 final year students of Library and Information science were selected. The questionnaires such as Academic Resilience Scale (ARS) and Information Literacy Self-Efficacy Scale (ILSES) were used to collect data. Linear regression was used to test the null hypotheses. The correlation coefficient of R=0.601 shows that there was a moderate positive association between academic resilience and information literacy self-efficacy. The regression of ANOVA of F(1,58) = 32.863, p = 0.00 indicated that there was a significant moderate relationship between academic resilience and information literacy self-efficacy of final year pre-service school librarians. The findings further indicated that final year pre-service librarians’ academic resilience is a significant predictor of their information literacy self-efficacy irrespective of gender and age

Investigation of the Validity Evidence of the Information Literacy Self-Efficacy Scale (ILSES) Among Undergraduate Students

The purpose of this research was to provide validity evidence for the Information Literacy Self-Efficacy Scale (ILSES), a widely used instrument that was constructed in 2006. The researchers were interested in investigating the validity of this instrument due to the evolution of the information environment that has taken place since the scale’s original development, mostly as a result of the prominence of the Internet. Data were collected from N = 253 undergraduate students participating in a broader information literacy research study. Data were subjected to descriptive analyses, internal consistency reliability, and a confirmatory factor analysis (CFA). After evaluating three different CFA models based on the ILSES’ construction, the researchers determined that a four-factor model fit the data with the following latent constructs: 1) Initiating the search strategy, 2) Assessing and comprehending the information, 3) Interpreting, synthesizing, and using the information, and 4) Evaluating the product and process. A discussion of these findings is provided in light of the evolving information environments in which undergraduate students are expected to use information for their academic, personal, and professional lives

HUBUNGAN WRITING SELF-EFFICACY TERHADAP PERILAKU PENCARIAN INFORMASI SISWA DI SMP AR RAFI DRAJAT BANDUNG

Penelitian ini dilatarbelakangi oleh program literasi menulis cerpen kreatif yang diadakan oleh SMP Ar Rafi Drajat Bandung dimana Writing Self-Efficacy (Efikasi Diri dalam Menulis) keyakinan siswa akan kemampuan yang dimiliki ketika mengerjakan dan mengumpulkan karya tulis ini menyebabkan perbedaan perilaku pencarian informasi siswa. Tujuan penelitian ini secara umum adalah untuk mengetahui hubungan-hubungan antara Writing Self-Efficacy (Efikasi Diri dalam Menulis) terhadap perilaku pencarian informasi siswa di SMP Ar Rafi Drajat Bandung. Partisipan pada penelitian ini adalah siswa kelas VII, VIII, dan IX di SMP Ar Rafi Drajat Bandung. Sampel pada penelitian ini sebanyak 115 orang menggunakan sample random sampling dan uji hipotesis dengan Spearman Rank. Hasil menunjukan bahwa terdapat hubungan yang sangat kuat dan signifikan antara writing self-efficacy terhadap perilaku pencarian informasi, secara khusus hasil penelitian ini menunjukan gambaran writing self-efficacy siswa berada pada kategori baik dan perilaku pencarian informasi siswa berada pada kategori sangat baik. Hal tersebut menandakan bahwa semakin tinggi writing self-efficacy yang dimiliki oleh siswa maka akan semakin baik ia melakukan pencarian informasi secara efektif dan efisien. Siswa yang memiliki kepercayaan dan keyakinan siswa dalam menulis yang baik, dapat mengatasi berbagai kesulitan yang dihadapi serta dapat memanajemen waktu dalam mengerjakan karya tulis dengan baik akan berusaha memenuhi informasi untuk kebutuhan tugas menulis tersebut dengan baik. ; The background of this research is the creative short story writing literacy program held by SMP Ar Rafi Drajat Bandung where Writing Self-Efficacy (Self-Efficacy in Writing) students' belief in their abilities when working on and collecting written works causes differences in students' information-seeking behavior. The purpose of this study in general was to determine the relationships between Writing Self-Efficacy (Self-Efficacy in Writing) on students' information-seeking behavior at SMP Ar Rafi Drajat Bandung. The participants in this study were students of class VII, VIII, and IX at Ar Rafi Drajat Middle School, Bandung. The sample in this study were 115 people using random sampling and testing the hypothesis with Spearman Rank. The results show that there is a very strong and significant relationship between writing self-efficacy and information seeking behavior. In particular, the results of this study show that students' writing self-efficacy is in the good category and students' information seeking behavior is in the very good category. This indicates that the higher the writing self-efficacy possessed by students, the better they will be in searching for information effectively and efficiently. Students who have trust and confidence in good writing, can overcome various difficulties encountered and can manage time in doing written work well will try to fulfill the information for the needs of the writing task properly

Information literacy trends in higher education (2006–2019): visualizing the emerging field of mobile information literacy

The thematic evolution of research on Mobile Information Literacy between 2006 and 2019 in the field of Information Literacy, learning and mobile technologies is analysed in an international context. For this purpose, the relevant bibliographic references from five databases (ERIC, LISA, LISTA, Scopus and WOS) were retrieved. To systematize the keywords, high dimensionality is reduced by means of a term-based process. Fields, topics, sub-topics and top terms are defined. The main top-terms and their relationships are analysed applying the fractional counting methodology using VOSViewer software. Fifteen major themes were set, which were grouped into six clusters to identify the main thematic trends during the period under review: IL and e-learning, Mobile devices and competencies, Ethics, Library and e-resources, Educational technology and Technological environment. The convergence of IL and e-learning, the growth of e-literacy, the increasing relationship between mobile devices and information competencies, as well as that of libraries and e-resources, are thus detected. In conclusion, there is evidence of a growing interdisciplinarity in the scientific publications on Mobile Information Literacy, which interrelates the studies of information and digital literacy with e-learning and mobile technologies.This research is part of the R&D project “Innovation and training in the information competencies of university lecturers and students in the social sciences. Model for the development of programs in the mobile environment” (CSO2016-80147-R), funded by the Spanish Ministry of Economy, Industry and Competitiveness

Information Literacy Trends in Higher Education (2006-2019): Visualizing the Emerging Field of Mobile Information Literacy

The thematic evolution of research on Mobile Information Literacy (MoIL) between 2006 and 2019 in the field of Information Literacy, learning and mobile technologies is analysed in an international context. For this purpose, the relevant bibliographic references from five databases (ERIC, LISA, LISTA, Scopus and WOS) were retrieved. To systematize the keywords, high dimensionality is reduced by means of a term-based process. Fields, topics, sub-topics and top terms are defined. The main top-terms and their relationships are analysed applying the fractional counting methodology using VOSViewer software. Fifteen major themes were set, which were grouped into six clusters to identify the main thematic trends during the period under review: IL & e-learning, Mobile devices & competencies, Ethics, Library & e-resources, Educational technology and Technological environment. The convergence of IL and elearning, the growth of e-literacy, the increasing relationship between mobile devices and information competencies, as well as that of libraries and e-resources, are thus detected. In conclusion, there is evidence of a growing interdisciplinarity in the scientific publications on Mobile Information Literacy, which interrelates the studies of information and digital literacy with e-learning and mobile technologies

Estrés académico y autoeficacia académica en universitarios de una universidad privada de Lima, 2023

El objetivo del estudio buscó establecer la relación entre estrés académico y autoeficacia académica en estudiantes universitarios de una universidad privada de Lima, la cual se realizó en una muestra de 173 participantes con edades de 17 a 45 años de edad, bajo una investigación de tipo básica, de diseño no experimental transversal y de alcance correlacional, los que fueron evaluados con el Inventario SISCO SV-21 (Barraza, 2018) y la Escala de Autoeficacia Percibida Específica de Situaciones Académicas (EAPESA) de Palenzuela (1983). Los resultados evidenciaron que la relación entre el estrés académico y la autoeficacia académica es negativa de intensidad media (rs= -0.226) y significativa (p< 0.05). Por otro lado se halló relación negativa media entre la autoeficacia académica y las dimensiones estresores (rs=- 0.208) y síntomas (rs= -0.345) y una relación positiva con las estrategias de afrontamiento (rs= 0.161). Se concluye que, ante mayores situaciones estresantes en el ámbito educativo por las cuales pasen los estudiantes universitarios, van a disminuir sus capacidades de autoeficacia académica, lo cual afectaría su rendimiento académico

Information Literacy Skills and College Students: A Mixed-Methods, Action Research Study of Students’ Knowledge and Self-Efficacy for Applying Information Literacy Skills to Their Academic and Social Lives

The purpose of this action research was to examine information literacy skills in undergraduate students. In particular, this research investigated students’ knowledge and self-efficacy of information literacy skills. Furthermore, this study explored students’ application of information literacy and how students apply information literacy skills to their academic and social lives. By developing a greater understanding of students’ knowledge, self-efficacy and the use of information literacy skills, it allows librarians to tailor information literacy instruction to fit students’ needs. The three research questions that guided this study were (1) What are undergraduate students’ knowledge of information literacy at the University of South Carolina Columbia campus?; (2) What are undergraduate students’ self-efficacy beliefs about their information literacy?; (3) How do undergraduate students use information literacy skills in their academic and social lives? The data for this study was collected via quantitative and qualitative measures. An electronic questionnaire was administered to undergraduate students at the University of South Carolina (n= 72) . The quantitative questionnaire focused on students’ knowledge and self-efficacy of information literacy skills. At the end of the questionnaire, students were able to select if they would like to participate in a focus group interview by providing their email. After the quantitative questionnaire closed, focus groups were created. There were two focus groups broken up by academic year (i.e., freshman, sophomore, junior, and senior). The focus groups were focused on all three research questions and thus investigating students’ knowledge, self-efficacy, motivation, and use of information literacy skills (n= 4). The qualitative findings of this study found that how their information needs impact students’ search for information. Further, students\u27 research methods vary depending on their academic and social lives. Additionally, students felt that being able to find and access information was a fundamental human right. Lastly, the qualitative findings highlight that students ‘ self-efficacy of their information literacy skills varied depending on the skill they were utilizing

Opportunities and challenges of integrating information literacy as a credit-bearing module into first-year level academic programmes at the University of Venda, South Africa

The influx of emerging technologies has challenged the way in which the information literacy (IL) concept is defined in the 21st century, e.g. the construct of IL has evolved and expanded to include digital literacy and media literacy. Most higher education institutions in countries such as South Africa and Tanzania regard IL as an optional skill, rather than an essential requirement for working efficiently. Because of limited collaboration between academics and librarians, it has been noted that library tutorials and IL activities are not sufficiently preparing students for the academic programmes at the University of Venda (UNIVEN). The limited or lack of collaboration between academics and librarians impact on many aspects such as academic programmes, library IL programmes, and students’ IL skills. For example, without collaboration, academics and librarians remain uncertain of the important aspects of IL to include into academic programmes to improve IL skills of students. This has culminated to less-effective IL programmes hence studies continue to report that in Africa IL programmes do not seem to be yielding significant results as both undergraduate and postgraduate students continue to show limited or lack of IL skills particularly in South Africa and Tanzania. Notwithstanding the limited or lack of IL skills among students, the integration of IL into academic programmes is not always a priority. In the context of the foregoing argument, this study explored the opportunities and challenges of integrating IL as a credit-bearing module into academic programmes of firstyear level at the UNIVEN. This investigation was regarded as critical, in that most firstyear students at the UNIVEN are from historically disadvantaged schools, which means that some of them have not been exposed to libraries and academic writing learning activities before they registered at the UNIVEN. This study adopted the Information Literacy Integrated Model (ILIM) and the Association of College and Research Libraries (ACRL) IL standards as the conceptual framework. The ILIM was regarded as useful in terms of accommodating the research objectives of the study. The IL learning outcomes, based on ACRL IL standards, stipulate that a literate student should be able to (i) find the information needed; (ii) evaluate information sources; and (iii) use the information for a specific purpose in an ethical manner. The convergent research design adopted for the study involved both the quantitative and qualitative research approaches. The following sampling methods were used: (i) purposive sampling to select seven deans of schools, three early adopter academics and six information librarians; (ii) stratified random sampling to select 40 non-adopter academics from eight schools and 60 adopter students. The study used online questionnaires to collect data from the adopter students, the non-adopter academics, deans of schools, early adopter academics and information librarians. The latest version of the Statistical Package for Social Sciences (SPSS) and Google Forms were used to analyse the collected data. The research findings showed that the UNIVEN has not been left behind as it has incorporated some aspects of the Association of College and Research Libraries (ACRL) standards in its IL programmes such as educating library users how to access, retrieve and evaluate information from the online library databases. For example, the early adopter students displayed improved academic literacy skills, compared to their nonadopter counterparts. It is apparent that, the content of the IL programmes does to a certain extent, provide the students with the appropriate skills for the digital information era. The research findings also revealed that the content covered in the existing IL programmes at UNIVEN equipped students with the skills to access information, evaluate information sources, use information effectively, understand legal issues surrounding the use of information, and access and use information ethically. However, the concern was that the IL programmes were not offered to all university students. In addition, it was found that the venues for IL instruction and the human resources for teaching IL were inadequate. A further challenge was the lack of collaboration between academics and librarians vis-à-vis IL instruction. The study recommends that the UNIVEN should: (i) develop strategies for IL programme awareness aimed at non-adopter academics and the university community in general; (ii) that a collaborative approach is used to improve the IL programme in line with technological trends; (iii) that university management should source funds from government and private stakeholders to use for the development of the infrastructure and resources – such as venues for IL instruction and emerging technologies suitable for offering IL programmes – at all levels of study; (iv) that the IL Integration Model (ILIM) and the ACRL standards are adopted for the integration of IL as a credit-bearing module in all first-year level academic programmes; and (v) finally, that the ILIM and ACRL standards should be used as a strategy to enhance the existing IL programmes. The current IL programmes are fragmented, as the UNIVEN library and the UNIVEN schools such as Law, Management and Nutrition, run their first-year students’ IL programmes independently. Therefore, the study recommends that the UNIVEN should develop a well-planned IL programme that will be integrated into first-year students’ courses or degrees. The planning needs to involve all relevant stakeholders, such as UNIVEN executive management, academics, librarians and student representatives. The well-planned IL programme needs to be developed in line with technological trends. Because South Africa has not developed its IL standards, the IL programme can be developed in line with the IL Integration Model (ILIM) and the ACRL standards, which were adopted for this study. In terms of further research, it is recommended to focus on the value and efficiency of the content of IL programmes offered in historically disadvantaged universities in South Africa. Such future research should take cognisance of the contextual needs of first-year undergraduate students. Piloting the IL programme prior to actual implementation may assist in establishing loopholes that may fixing.Information ScienceD. Inf