Grassian, Esther S.; Kaplowitz, Joan R. Information Literacy Instruction: Theory and Practice. New York, NY: Neal-Schuman Publishers, 2009. 412 pp. 80.00 USD. ISBN-13: 978-1555706661. ∞ Instruction librarians have been working hard to find ways to deliver more effective instruction sessions since the days of bibliographic instruction, and as such have become pioneers of information literacy evolution. Through the years, countless information literacy instruction publications have appeared in the form of articles, books, etc., and Information Literacy Instruction: Theory and Practice is no exception. The book is divided into five themed sections and seventeen chapters. Part one covers the background and history of information literacy. The introduction examines the librarian's role in information literacy instruction and how the characteristics of students and the classroom have changed in terms of technology use by both students and instruction librarians. This section also looks at the history of the definition of information literacy from the 1960s, when information literacy was called bibliographic instruction, to the 1980s when Patricia S. Breivik first came up with the definition of information literacy which was later endorsed by the American Library Association. Part two looks at information literacy instruction building blocks covering learning theories. Chapter three provides a basic overview of the concepts, terminology and prominent figures in the areas of psychological learning theories. As information literacy is concerned with students' critical thinking and active learning skills, chapter six defines critical thinking and how these skills can be applied to student learning. This chapter also looks at the history and definition of active learning and provides tips on when, where and how active learning can be applied to information literacy instruction. Some useful active learning techniques which librarians can apply in the classroom, such as role playing and scavenger hunts, have been provided. While Parts one and two look at the theoretical aspects of information literacy, parts three and four cover practical aspects such as planning, development and delivery of information literacy instruction. The authors describe the planning stages in chapter seven as recognizing the learner's need, analyzing the situation, developing goals, designing assessment methods, implementing the plan and reviewing assessment data. The 'Instructional Menu', which is chapter eight, looks at different forms of instruction, i.e., synchronous or asynchronous, remote or face-to-face, paper and online instruction. The authors also give advice on when to use which form of instruction, and points to consider when making your decision, including time, budget, staffing etc. As effective teaching cannot occur without some form of assessment, the most important chapter in this section is chapter eleven which is about assessment. This chapter has a detailed section on why librarians should include assessment in their instruction while the rest of the chapter covers different levels and types of assessment tools. …

Information Literacy Instruction: Theory and Practice

Library Anxiety: Theory, Research and Applications

Fifty years of information management research: A conceptual structure analysis using structural topic modeling

The knowledge age has created a new context and challenges for different organisations and professional groups. Understanding the forces and trends that are shaping the future of the knowledge territory is very important for librarians. The knowledge economy exists in a multi‐networked environment. Under the “network economy” the network of relationships is more important than the ownership of assets. This paper concentrates on how librarians become knowledge workers and support other knowledge workers' communities. The new roles and skills (particularly communication and interpersonal skills which play a great role in preparing new information products) are presented as a basis for the discussion.

Librarians in the knowledge age

The Library in the Twenty‐first Century

The present article is a review of information literacy (IL) outlook in the present academic perspective. The conceptual evolvement of the concept IL stands for wide attention it has got by the theorists.  The paper discusses as how from the traditional bibliographical instruction, it has been advanced as a tool for library and information professionals to streamline the profession and their position. Although the term exist with different tags, it’s worth and performance has been considered more essential than the nomenclature. While being an integral part of formal education system, library professionals have to play dominant role in imparting informal education also. Yet the expected outcome of IL can only be achieved with the collaborative endeavor of library professionals and teaching staff. The existing models of information literacy instruction (ILI) have also been highlighted along with brief overview of information literacy content. Since IL is the basic pre-requisite of lifelong learning, the article exhorts international, national and local governments should have information policies and strategies with emphasis on assessment. ILIAC model developed by Oakleaf is noteworthy in this respect. Library professionals are predictable to play a key role in extending cognitive abilities of the users to make IL to be a great success. As such a brief review of their expected role is undertaken.

Information Literacy Instruction Determining the Place of Library Professionals

The paper presents a bibliometric analysis of the 4821 cited documents appended to the 295 articles published in DJLIT during 2011-15. The citation analysis is based on various strictures such as studying distribution of citations, authorship pattern, degree of collaboration, distribution of reference sources, prominent authors and ranked list of core journals. The study revealed that there is dominance of single authorship with 1912 (39.65%) citations followed by two authors with 1152 (23.89%) citations, three authors with 456 (9.45%) citations and more than three authors with 386 (8%) citations. There has been the availability of a good degree of institutional publications as well. Year-wise authorship pattern is also specified so as to see the dominance of particular authorship pattern for the period considered under the study. The degree of authors’ collaboration for the present study is 0.51 and modified collaborative coefficient is 0.3661. Dr B.M. Gupta with 52 citations is the most prolific author. Dr K.C. Garg and Dr B.S. Kademani are at the second and third position respectively.  The study further exposed the journal to be the mostly cited information source 2560 (53.10%) followed by websites (22.69%) and books (10.81%). Conference papers, reports, theses, workshop papers and seminar papers equally seem to be preferred domain with regard to using pertinent information source. Ranked list of journals denotes Scientometrics to be the most used journal (6.60%) by the authors contributing in DJLIT. The source journal is at the second position in the ranked list with 5.43%. A glance at the ranked core list of journals suggests that maximum journals are from foreign countries.

https://publications.drdo.gov.in/ojs/index.php/djlit/article/download/10712/5985

DESIDOC Journal of Library and Information Technology (DJLIT): A Bibliometric Analysis of Cited References

The paper attempts to measure the global research output on information literacy (IL) on the basis of data retrieved from SCOPUS database during 1975 to 2019. The total output included 7070 record and 50584 citation. The average citation per paper was 7.15 per cent. Among the most significant sources titles used for the publication of IL research, Communication in Computer and Information Science was found to be leading journal with 380 papers. However, Journal of Academic Librarianship has been recorded for receiving highest citations (6.75 %) and highest (32) h-index. Pinto, M from Universidad de Granada has been observed as the most prolific author with 48 publication. Lloyed, A got maximum 1062 citation and the highest (17) h-index was calculated for him. Out of total output in the entire subject field, the subjects in the Social Sciences have been resulted for highest quantitative yield with h-index 170. With regard to the distribution by the types of documents, ‘Article’ seemed to be most preferred source over the rest. USA accounted for 46.94 per cent research output in total publications. Purdue University from United States and Queensland University of Technology ‘OUT’ from Australia have been most prominent institutions in terms of institutional output. 7070 documents produced 22353 keyword in which the phrase ‘information literacy’ dominated the remaining terms.

https://publications.drdo.gov.in/ojs/index.php/djlit/article/download/14686/7229

Information Literacy a Scientometric Assessment of Global Research Output

The study presents the scientometric profile of Sant Gadge Baba Amravati University (SGBAU), Amravati during 1996-2017. The required research output for the study has been pulled out from SCOPUS database on the basis of affiliation based search. The complete research output is 1130 with 11.67% average citations per paper. The highest H-index (17) was found in the year 2013. 20.08% documents were produced though international collaboration. SGBAU, Amravati has the largest collaboration with Brazil (69) and United States (21). Authorship pattern predicts collaborative trend. Research papers produced with three authors have got the maximum (4444) citations. Journals (839) and Conference papers (174) are the most popular source type preferred by the faculty of SGBAU for research expression. Mahendra Rai (209), S. K. Omnwar (143) and Anand S. Aswar (94) are the most prolific authors. It is noteworthy that Alka P. Yadav has got 3073 citations for her 17 papers. Most of the articles are published in the domain of Physics and Astronomy (356). With regard to institutional collaboration, the faculty members of the SGBAU have confined themselves to the Maharashtra state most of the time. Data visualization is carried out using VOSviewer

http://publications.drdo.gov.in/ojs/index.php/djlit/article/download/13194/6334

A Scientometric Profile of Sant Gadge Baba Amravati University, Amravati During 1996-2017

The study aims to do the scientometric analysis of global research output of media literacy during last 30 years. These 30 years produced 1038 documents on media literacy which have been cited 15.37 per cent citation per item. Most of the articles were published during the block 2017-2020. Multiple co-authorship has been the trend in media literacy research. Primack, B (18), Austin, E. W. (17) and Hobbs, K. (14) are identified as the most prolific authors. Communicar with 96 publications is the most productive journal. Korea, South Africa and Norway registered the highest multiple collaboration ratio (MCR). USA, United Kingdom and Australia are the leading countries in terms of citations received. The co-authorship network reflects 175 clusters about the authors who came together to contribute on media literacy. Further co-occurrence of keywords is given on the basis of author keywords in which media literacy had the total link strength (TLS) of 729 with 329 documents.

Vishal Dattatray Bapte

Papers

Information Literacy Instruction Determining the Place of Library Professionals

DESIDOC Journal of Library and Information Technology (DJLIT): A Bibliometric Analysis of Cited References

Information Literacy a Scientometric Assessment of Global Research Output

A Scientometric Profile of Sant Gadge Baba Amravati University, Amravati During 1996-2017

Media Literacy A Scientometric Study Based on Web of Science during 1989 2020