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As part of the Information Literacy Across Curriculum Service of the Library, the Information Literacy for Engineering Students, guides the students through writing research papers.
The goal of this course is to ensure that Tennessee State University engineering graduates are information literate, lifelong learners who can efficiently and effectively determine the nature and extent of information they need, access and evaluate the information and its sources critically and incorporate selected information into his/her knowledge base and value systems, use the information effectively to accomplish a specific purpose and understand the economic, legal and social issues about the use of information and uses it ethically and legally.
Even though the concept of information literacy typically embraces an idea of a complete participation in an information community, its definitions have tended to underline the phases of seeking, searching and evaluation instead of creating information.
Shortcomings of information creation can, however, explain many of the difficulties of finding information.
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This article develops the notion of information literacy with a specific focus on integrating creation and organization of information as central aspects of being information literate and discusses the implications of developing information creation processes from the point of view of information professionals and users. Finally, suggestions are made for how information creation might be improved in practice.
The authors propose a convergent model for information literacy (IL) based on complementary proficiencies in research and web literacy. Within this integrated framework, information technology (IT) is an essential dynamic in IL instruction.
This model was designed, implemented and tested in an upper-level discipline-specific undergraduate information science (IS) course that requires students to develop research-oriented web pages. This study finds that student familiarity with IL and IT increased in this course. In addition, students who indicated a familiarity with certain web design terms also reported a familiarity with certain IL terms. A factor analysis of survey data indicates that a correlation may exist between research and web design in the development of comprehensive IL knowledge.
This paper identifies three dimensions of IL and IT: web environment knowledge, web development knowledge, and research skills. This model is portable to other courses, programs, and organizations engaged in IL and IT instruction.
From the vantage point of user studies and information literacy studies, an empirical case-study has been carried out (at the Universitat Jaume I, Castellon, Spain) in order to establish a diagnosis of the information behaviour of translation students. It is hoped that this study will serve as a basis for the design and subsequent implementation of programmes of instruction (within the paradigm of information literacy) specific to this interdisciplinary field.
The study is located within the qualitative paradigm (using techniques including expert panel and semi-structured questionnaires to obtain direct data from the student body). Also employed are quantitative techniques for the descriptive statistical treatment of the data collected via the questionnaire, but at all events the perspective of the analysis is qualitative. All in all, a positive evolution is identified within the student group (from first to second cycle) as regards the successful acquisition of information skills.
The study highlights the progress registered by the translation students in their information competence and the resultant conceptualization: a development from knowledge towards strategy and lifelong learning.
This article uses critical literacy theory to define information literacy.
It argues that to be educators, librarians must focus less on information transfer and more on developing critical consciousness in students. Using concepts from literacy theory, the author suggests ways library practice would change if librarians redefined themselves as literacy educators.
This article, which proposes a discipline-based approach to teaching information literacy, argues that the responsibility for teaching information literacy should be shared throughout an academic institution, rather than limited to the library. An outline of the complementary responsibilities of librarians and classroom faculty in teaching information literacy is presented.
Information Literacy. (2016, Oct 11). Retrieved from https://studymoose.com/information-literacy-essay
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