Digital literacy initiatives in Canada: Exploring successes from multiple perspectives

This poster presents initial results of a study exploring digital literacy training provided by public libraries and other community organizations in Canada. The goal of the study is to identify best practices for these kinds of training opportunities, and to prepare a toolkit that public libraries and community organizations can use to evaluate these initiatives. In addition, the study seeks to contribute to theoretical understanding of digital literacy and digital literacy instruction. The study, being undertaken by scholars across multiple disciplines, and supported by partners in the public library sector and other community organizations, will build knowledge and understanding from interdisciplinary and inter-institutional perspectives. Methods include case studies in public libraries and other community organizations, as well as a national survey of public libraries. The poster presents initial results of case studies of digital training initiatives offered by public libraries and other community organizations in one medium-sized and in one large Canadian city

Intra-individual Information Behaviour in Daily Life

This study addresses the lack of attention in the literature paid to detailed analysis of individuals information behavior in daily life contexts. In particular, the study characterizes one individuals information behavior across different daily life situations, to seek behavioral patterns that might be associated with various aspects of each information seeking situation. Data was collected through participant diaries, and subsequent oral interviews. This study reports on source selection, and influence of various aspects of the situations described. These aspects were identified from analysis of the interview transcripts, and include time constraints and pressures, motivation for the information need, context of the information need, type of initiating event, location of information seeking activities, intended application of the information found, and source type

Source Selection Among Information Seekers: Ideals and Realities

In a study examining the information behavior of 9 individuals over 10 weeks in daily life contexts, participants were asked to identify ideal sources of help for the questions and issues they faced. The data show how people’s expectation of the usefulness of information sources varies by the information seeker’s gender, and source characteristics such as accessibility, trustworthiness, and reliability. Usefulness of sources has both cognitive and affective aspects. Further, discrepancies between participants\u27 stated ideals, and the sources actually used, are analyzed. The study results suggest ways to encourage use of formal information systems and services

Information Literacy in Transition: Self-Perceptions of Community College Students

Interviews were conducted with community college students in Florida and New York, two large, demographically diverse states, in order to determine students’ selfperceptions of their information literacy needs. Understanding students’ own perceptions of their information literacy needs can help colleges more effectively respond to those needs with instruction and support programs. The findings from this study have the potential to inform and transform the way we educate LIS students who are preparing to become instruction librarians, especially in community college settings

Integration of information behavior theory, models and concepts into basic reference courses: A survey

This paper reports on a study currently underway, exploring the use of information behavior theory in basic master’s level courses in reference and information services. The study reported is the third phase of a project which previously examined course syllabi and assigned textbooks, and interviewed course instructors. In the third phase, an online census survey of course instructors at American Library Association-accredited Library and Information Science programs seeks to confirm the findings of the previous interview phase. The conference presentation will focus on presentation of survey results in the context of data from the first two phases, and their implications for education of librarians who provide reference and information services

Teaching and its discontents

Teaching is a core role for librarians in academic contexts, although most librarians are not formally prepared to teach and encounter significant challenges in the role, including complex relationships with campus colleagues. The purpose of this research was to explore how community college librarians, an understudied population, understand their teaching role. Online interviews lasting fifteen to seventy-four minutes were conducted with thirty community college librarians who provide information literacy (IL) instruction. Participants were recruited by direct email invitation and were asked questions relating to their instructional practices. Interview transcripts were analysed qualitatively, with a specific focus on participants’ experiences of the teaching role. Participants reported positive relationships with students, and significant challenges in their relationships with disciplinary faculty and administrators. Their lack of formal preparation for the teaching role led to infrequent and informal assessment and evaluation practices. Pre-service education for the teaching role could be strengthened to provide librarians with the skill set and confidence to provide more effective instruction. Instructional quality is critical as the importance of IL is increasingly recognized as key to academic, workplace, and personal success

In the Shadow of the ACRL Framework: Current Instructional Practices of Community College Librarians

While much has been written about information literacy instruction in higher education, community colleges and community college librarians have received less attention. A survey of 163 instructional librarians at community colleges in Florida and New York was undertaken to investigate instructional practices in community colleges as college and university librarians are working to incorporate the new ACRL Framework for Information Literacy for Higher Education (2016) into their instruction. Findings from this survey will be of use to librarians in high school, community college, and four-year college/university environments. They will also inform pedagogy in MLS programs preparing librarians for instructional work

Theory usage in empirical research in ISIC conference papers (1996-2020)

Measuring the use of theory that informs empirical research demonstrates the rigour of research in a discipline. It also identifies key theories and connections to other disciplines. This study focuses on use of theory, broadly defined, in information behaviour. Full-length empirical papers from ISIC conference proceedings were analysed. Kumasi et al.’s (2013) theory talk framework was adapted for determining the level of theory use. Content analysis was used to identify theories, level of theory use, and discipline of origin for theories in the papers.Results. Most ISIC empirical papers include theory and more than half of them use theory substantially. Most theories are drawn from information science and other social sciences. Kuhlthau’s information search process is the most frequently mentioned framework. ISIC empirical papers continue to set a high standard for quality, demonstrating consistent theoretical rigour throughout the years studied. Their authors draw mainly on key information behaviour theories and models, as well as some lesser known and non-information science theories.Peer Reviewe

An Empirical Investigation of Student Learning Outcomes of Information Literacy Instruction in a Business School

This study presents and tests a research model of the psychological, behavioral, and benefit outcomes of information literacy instruction (ILI) given to undergraduate business students. This model is based on expectation disconfirmation theory and insights garnered from a recent qualitative investigation by the research team on student learning outcomes from ILI given at three business schools in Canada. The model was tested through a web survey administered to 372 students at one of these schools. The model represents psychological, behavioral, and benefit outcomes as second-order molecular constructs. Results from a Partial Least Squares (PLS) analysis reveal that prior student expectations influence perceived quality and expectation disconfirmations. These in turn affect student psychological outcomes. Further, psychological outcomes influence student behaviors, which in turn affect benefit outcomes. Based on the study’ s findings, several recommendations are made

Credibility and authority of information in learning environments

No Abstract.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/63075/1/1450450120_ftp.pd