This report examines how academic librarians and theorists have discussed the issue of discipline-based information literacy instructional approaches since the publication of the ACRL Information Literacy Competency Standards for Higher Education in 2000. As Kate Manuel has recently noted, the Standards balance outcomes and indicators of universal or general information-literacy skills with more discipline-specific skills. Prior to the publication of the ACRL Standards, Stephen Plum argued that disciplinary standards can provide valuable frameworks for library instruction; more recent theorists have focused attention on general skills, some arguing that discipline-based skills are the province of subject faculty, others suggesting that discipline-based skills are modeled on more general skills, still others suggesting that liaison librarians work collaboratively with faculty to address discipline-specific information needs. Based on a literature survey, my report is a thought piece addressing the following interlocking questions: how do discipline-based skills relate to more general skills? Who should teach discipline-based information literacy? Is information literacy a discipline in its own right? What role might the subject specialist play in discipline-based information literacy initiatives? / text

The aim of the thesis is to gather data for the creation of information literacy standards for graduates of 9th grade of elementary school in the Czech Republic. The theoretical part contains the definition of information literacy, organizations in the field of information literacy, documents in the information society, as well as existing standards of information literacy in the Czech Republic and abroad. Finally, research activities in the field of information literacy in the Czech Republic are described. In the practical part, the analysis of the current situation in the information literacy development in the UK and Sweden is introduced. The analysis of the currricula of selected elementary and grammar schoools in Benešov distrikt is described as well. The main contribution of this thesis is the analysis of the selected schools and a proposal of the information literacy standards. Keywords information literacy information literacy standards education elementary education elementary school

Magister Bibliothecologiae - MBibl / This study investigates the effectiveness of the information literacy education that Master of Business Administration (MBA) students receive at the University of Stellenbosch Business School (USB). The literature reveals that there is a growing trend worldwide to extend information literacy education to include graduate students. The study uses the Association of College and Research Libraries (ACRL) Information Literacy Standards for Higher Education Competencies as the theoretical framework together with Kuhlthau’s Information Search Process. Both process and formative evaluation was used in the study. A mixed method approach was applied to gather data for the study using a pre- and post-information literacy questionnaire, interviews with the information literacy facilitator and the research methodology lecturer and a rubric assessment of students’ group assignment. The information literacy intervention focuses mainly on ACRL Standard 1, with more emphasis on ACRL Standard 2. ACRL Standards 3, 4 and 5 were briefly mentioned as it was difficult to cover all the ACRL Standards adequately within a once-off information literacy session.The results of the study show that the information literacy intervention was successful in introducing students to some of the electronic resources which is one of the major objectives of the intervention. Students’ scores in the pre- and post-information literacy questionnaire and the group assignment were high. This could be an indication that the information literacy intervention was a success. The interviews with the information literacy facilitator and the research methodology lecturer reveal that little collaboration between the library and business academics is taking place. This lack of collaboration affects the quality of the information literacy education in terms of business academics input in the information literacy intervention and in terms of reinforcing information literacy outcomes in students’ assignments. One of the recommendations is that collaborative relationships should be developed between the library and business academics in order to develop an information literacy plan that will fully integrate information literacy within Masters’ courses.

This study investigated teachers’ competency in mediating information literacy in the classroom. At the heart of the problem was teachers’ own understanding of information literacy and their competency in information literacy education. The significance of the study is based on the following premises: information literacy is inferred in all the national curriculum statements; first year university students are expected to be able to learn independently from information resources, access and use information increasingly available online only, and write assignments based on research papers but their preparation at the school level appears inadequate and disparate; the education ministry has queried teachers’ lack of abilities in teaching research assignments and projects, often the vehicle for information literacy; and school librarians, the traditionally accepted purveyors of information literacy education, are scarce in South Africa making teachers the default information literacy educators. Further support for the study comes from the international literature: there is continued vocalization of the importance of information literacy through its association with inquiry-based learning. In teacher education certain assumptions have been questioned such as teachers’ innate abilities to mediate information literacy through their subject; and trainee teachers not needing information literacy education. Twenty nine participants in an information literacy education course at the University of the Western Cape formed the purposive sample. A mixed methods approach combined quantitative and qualitative modes of research and data. Data collection methods and tools included a pre- and post-course questionnaire, journals, interviews and assignment artefacts. The overriding mode of inquiry for the current study was qualitative. The principal theories guiding the study are constructivism, inquiry-based learning, and the process-based approach to information seeking behaviour. The important elements of an inquiry model, that incorporate information literacy, such as process learning, asking good questions, motivation, scaffolding, mediated learning and metacognition formed the kernel of the study. The study achieved its purpose in showing in a nuanced way that teachers, having undergone information literacy education, could teach their learners information literacy to a greater or lesser extent using a guided inquiry project. The course intervention saw participants progressing from a limited, unclear understanding of information literacy to having a satisfactory grasp of information literacy (education). Formerly, participants presented learners with a research project accompanied sometimes with a list of instructions, but only saw the completed project at the end. The course taught participants that information literacy needs to be made explicit in the classroom. One of the biggest challenges was using web-based information. The research shows that teachers need to be conversant and comfortable in the web environment and this conversion takes time and persistent breaking down of barriers. Using a change agency continuum, the study shows the participants’ varying degrees of change of beliefs from transmission teaching to using a guided inquiry approach. In comparing a (school) librarian’s approach to information literacy to the teachers’, the most glaring differences were teachers’ initial acceptance that information literacy occurs instinctively; that libraries were storehouses of “stuff” such as books; that textbooks are adequate for research projects; and that the ethical use of information was inconsequential. The study suggests that alternative sociological theories such as ICT for Development or Chatman’s Information Poverty could better explain the historical effect of teachers’ unequal access to information and the challenge of educating teachers in information literacy education in developing countries. The study recommends that all teachers receive information literacy education as part of their pre-service teacher training and that practicing teachers receive effective in-service training in mediating projects in the classroom. Teacher education policy documents need to make more explicit reference to information literacy education. The absence of the position of school librarian requires serious consideration as the lack of access to an organised, functioning school library continues to thwart literacy and information literacy. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

Submitted by Valdinei Souza (neisouza@hotmail.com) on 2016-12-19T20:57:32Z No. of bitstreams: 1 Luís Carlos Batista de Jesus - Dissertacao.pdf: 2237868 bytes, checksum: 00edeb4dc126e523ad1c204b0cbaaf68 (MD5) / Approved for entry into archive by Urania Araujo (urania@ufba.br) on 2017-01-13T20:51:36Z (GMT) No. of bitstreams: 1 Luís Carlos Batista de Jesus - Dissertacao.pdf: 2237868 bytes, checksum: 00edeb4dc126e523ad1c204b0cbaaf68 (MD5) / Made available in DSpace on 2017-01-13T20:51:37Z (GMT). No. of bitstreams: 1 Luís Carlos Batista de Jesus - Dissertacao.pdf: 2237868 bytes, checksum: 00edeb4dc126e523ad1c204b0cbaaf68 (MD5) / No contexto da sociedade da informação, onde a criação e a disseminação da informação estão em sua essência, somadas à mudança global na educação superior para formar cidadãos para o século XXI, percebe-se a exigência de novas competências, que incluem múltiplas alfabetizações, a exemplo da competência Info-midiática e as Infocomunicacionais, que são expansões da Competência em Informação. Esse contexto levou à reflexão sobre verificação da atualização e aplicação dos padrões de competência para atender de maneira satisfatória à realidade brasileira. Trata-se de uma pesquisa aplicada com abordagem de caráter qualitativo, que teve como objetivo principal analisar os indicadores propostos pelos padrões de Competências em Informação derivados da ACRL/ALA (2000) e verificar se estes permitem mensurar as “novas” competências (Infocomunicacional e Infomidiática) demandadas no cenário Brasileiro. Dividiu-se em duas etapas: a primeira tratou do levantamento e análise do material bibliográfico que fundamentou as bases teóricas acerca do tema e a segunda de caráter documental, busca, seleção e análise documental e de conteúdo dos padrões de Competências em Informação selecionados. A revisão destes padrões permitiu identificar não só as diferenças e semelhanças, mas também apontar a necessidade de aprimoramento de seus indicadores, para contemplar aspectos que não foram pensados ou levados em consideração na realidade em que se deu sua elaboração. / ABSTRACT In the context of the information society, where the creation and dissemination of information are in their essence, added to global change in higher education to form citizens for the twenty-first century, the need for new skills is perceived, which includes multiple literacies, for example, Infomedia and infocommunication literacy, which are expansions of Information literacy. This context led to reflection about the verification of the upgrade and application of the competency standards to attend satisfactorily to the Brazilian reality. This is an applied research with a qualitative approach, which had as the main goal to analyze the proposed indicators by evaluation standards of Information Literacy studied and present an analytical model that allows identifying if the studied standards allow measuring the "new" skills (infocommunication literacy and Info-Media Literacy) demanded in the Brazilian scenario. It was divided into two stages: the first treated the survey and analysis of bibliographic material that justified the theoretical basis of the topic and the second of the documentary character, search, selection and document and content analysis of the standards competence analyzed. A review of these standards identified not only the differences and similarities, but also point out the need to improve its indicators to contemplate aspects that were not thought of or considered in the reality of their preparation.

Magister Bibliothecologiae - MBibl / This study investigates the effectiveness of the information literacy education that Master of Business Administration (MBA) students receive at the University of Stellenbosch Business School (USB). The literature reveals that there is a growing trend worldwide to extend information literacy education to include graduate students. The study uses the Association of College and Research Libraries (ACRL) Information Literacy Standards for Higher Education Competencies as the theoretical framework together with Kuhlthau’s Information Search Process. Both process and formative evaluation was used in the study. A mixed method approach was applied to gather data for the study using a pre- and post-information literacy questionnaire, interviews with the information literacy facilitator and the research methodology lecturer and a rubric assessment of students’ group assignment. The information literacy intervention focuses mainly on ACRL Standard 1, with more emphasis on ACRL Standard 2. ACRL Standards 3, 4 and 5 were briefly mentioned as it was difficult to cover all the ACRL Standards adequately within a once-off information literacy session. The results of the study show that the information literacy intervention was successful in introducing students to some of the electronic resources which is one of the major objectives of the intervention. Students’ scores in the pre- and post-information literacy questionnaire and the group assignment were high. This could be an indication that the information literacy intervention was a success. The interviews with the information literacy facilitator and the research methodology lecturer reveal that little collaboration between the library and business academics is taking place. This lack of collaboration affects the quality of the information literacy education in terms of business academics input in the information literacy intervention and in terms of reinforcing information literacy outcomes in students’ assignments. One of the recommendations is that collaborative relationships should be developed between the library and business academics in order to develop an information literacy plan that will fully integrate information literacy within Masters’ courses.

<p>The aim of the research project is to investigate the effectiveness of an information literacy intervention for first year engineering students at the Cape Peninsula University of Technology. Information literacy has been identified as a necessary outcome of tertiary education. It refers to the life-long learning competencies of finding and using information in order to solve problems, to make decisions and to create new knowledge. Information literacy education has evolved from earlier forms of library user education, such as bibliographic instruction, and is central to the mission of academic libraries. However, librarians responsible for information literacy programmes seldom evaluate the effectiveness of their interventions. In today&rsquo / s climate of accountability and outcomes-based education, it is necessary to provide evidence of the benefits of the user education that libraries provide. The researcher uses the American College and Research Library (ACRL) Information Literacy Competency Standards for Higher Education, which are internationally recognized and widely used by South African academic librarians, as a benchmark to evaluate an intervention for a group of first year students enrolled for a mechanical engineering course. The intervention consists of two workshops which aim to teach the students to find information relevant to their essays via the university&rsquo / s OPAC, various engineering databases and to teach them how to reference and cite their sources in their essays. The research methodology assessed students&rsquo / information literacy before and after the two workshops with the use of a questionnaire consisting of a set of questions based on some of the ACRL standards. The questionnaire also gathered data on students&rsquo / prior experience of libraries, reading and computers, which might impact on their information literacy...</p>

<p>The aim of the research project is to investigate the effectiveness of an information literacy intervention for first year engineering students at the Cape Peninsula University of Technology. Information literacy has been identified as a necessary outcome of tertiary education. It refers to the life-long learning competencies of finding and using information in order to solve problems, to make decisions and to create new knowledge. Information literacy education has evolved from earlier forms of library user education, such as bibliographic instruction, and is central to the mission of academic libraries. However, librarians responsible for information literacy programmes seldom evaluate the effectiveness of their interventions. In today&rsquo / s climate of accountability and outcomes-based education, it is necessary to provide evidence of the benefits of the user education that libraries provide. The researcher uses the American College and Research Library (ACRL) Information Literacy Competency Standards for Higher Education, which are internationally recognized and widely used by South African academic librarians, as a benchmark to evaluate an intervention for a group of first year students enrolled for a mechanical engineering course. The intervention consists of two workshops which aim to teach the students to find information relevant to their essays via the university&rsquo / s OPAC, various engineering databases and to teach them how to reference and cite their sources in their essays. The research methodology assessed students&rsquo / information literacy before and after the two workshops with the use of a questionnaire consisting of a set of questions based on some of the ACRL standards. The questionnaire also gathered data on students&rsquo / prior experience of libraries, reading and computers, which might impact on their information literacy...</p>

The purpose of this research is to investigate the effectiveness of an Information Literacy intervention administered to first year Faculty of Business students at Rosebank College Cape Town. The exponential nature of information has led to students having access to abundant information which often comes unfiltered. This requires them to be in possession of life long competencies to find and apply this information to solve problems. Recent shifts in pedagogy and curricula have also precipitated the importance of independent learners who are capable of constructing their own knowledge. Student centred methods of teaching employed in tertiary institutions such as, problem based learning, evidence based learning and inquiry learning have necessitated the importance of Information Literacy training towards the development of independent learners. The study assesses the baseline incoming skills of the Faculty of Business students. Two intervention workshops are conducted for the experimental cohort and a post-test is administered. After the post-test the results of the control and experimental group are compared. The study uses the Association of College and Research Libraries (ACRL) Information Literacy Standards for higher education as a theoretical foundation. The standards are applied as benchmarks when assessing the Information Literacy competencies. The study explores the following research questions:  Are the Information Literacy interventions administered to the first year business faculty students effective and do they meet the proposed outcomes?  What are the existing Information Literacy competencies of the incoming students in the Faculty of Business?  How should Information Literacy programmes be delivered?  Are the ACRL standards a reliable tool to assess Information Literacy skills and the effectiveness of the interventions administered? The study found out that offering Information Literacy interventions would result in students accumulating these skills. This is supported by the difference in scores between the control group and the experimental cohort. However it must be noted that Information Literacy training is not an event but rather an on-going process. / Magister Bibliothecologiae - MBibl

Magister Bibliothecologiae - MBibl / The aim of the research project is to investigate the effectiveness of an information literacy intervention for first year engineering students at the Cape Peninsula University of Technology. Information literacy has been identified as a necessary outcome of tertiary education. It refers to the life-long learning competencies of finding and using information in order to solve problems, to make decisions and to create new knowledge. Information literacy education has evolved from earlier forms of library user education, such as bibliographic instruction, and is central to the mission of academic libraries. However, librarians responsible for information literacy programmes seldom evaluate the effectiveness of their interventions. In today's climate of accountability and outcomes-based education, it is necessary to provide evidence of the benefits of the user education that libraries provide. The researcher uses the American College and Research Library (ACRL) Information Literacy Competency Standards for Higher Education, which are internationally recognized and widely used by South African academic librarians, as a benchmark to evaluate an intervention for a group of first year students enrolled for a mechanical engineering course. The intervention consists of two workshops which aim to teach the students to find information relevant to their essays via the university's OPAC, various engineering databases and to teach them how to reference and cite their sources in their essays. The research methodology assessed students' information literacy before and after the two workshops with the use of a questionnaire consisting of a set of questions based on some of the ACRL standards. The questionnaire also gathered data on students' prior experience of libraries, reading and computers, which might impact on their information literacy. / South Africa