Library instruction

About: Library instruction is a research topic. Over the lifetime, 4076 publications have been published within this topic receiving 46919 citations.

Information and digital literacies: a review of concepts

Abstract: The concepts of ‘information literacy’ and ‘digital literacy’ are described, and reviewed, by way of a literature survey and analysis. Related concepts, including computer literacy, library literacy, network literacy, Internet literacy and hyper‐literacy are also discussed, and their relationships elucidated. After a general introduction, the paper begins with the basic concept of ‘literacy’, which is then expanded to include newer forms of literacy, more suitable for complex information environments. Some of these, for example library, media and computer literacies, are based largely on specific skills, but have some extension beyond them. They lead togeneral concepts, such as information literacy and digital literacy which are based on knowledge, perceptions and attitudes, though reliant on the simpler skills‐based literacies

A Conceptual Analysis and Historical Overview of Information Literacy

Abstract: A conceptual analysis is undertaken of information literacy by investigating some leading definitions and delineations of the concept. These are analyzed with the intention of exploring chronological extensions in the meaning of the concept. The range of skills and knowledge required for information literacy has expanded over the last two decades in order to accommodate the continually developing requirements for effective information handling, and the article notes how the library and information science (LIS) profession is responding to these requirements. The review concludes by identifying three main trends in information literacy which are evident from the literature of the early 1990s

A discipline-based approach to information literacy

Abstract: 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.

Interactive Augmented Reality Game for Enhancing Library Instruction in Elementary Schools

Abstract: Due to limited budgets and manpower, most elementary schools in Taiwan do not plan or provide library instruction for students. Although students can use libraries, they typically lack the knowledge needed to use library resources effectively. Consequently, students have difficulty finding the books they need and can easily become overwhelmed by the massive amount of information in libraries. Computer-assisted instruction for teaching basic library skills to large numbers of students is an appealing method. Particularly, game-based learning has garnered considerable attention in education research. Many researchers and scholars believe that integrating teaching and games enhances student learning performance and motivation. This work develops an educational gaming system based on situated learning theory, and applies innovative augmented reality interactive technology to a library's learning environment. Student library knowledge can be enhanced via the proposed game-based augmented reality library instruction system (GARLIS). Experimental results demonstrate that student learning performance is improved significantly by using the proposed GARLIS. Moreover, this work demonstrates that using the proposed GARLIS for library instruction results in the same learning performance as conventional librarian instruction. The proposed library instruction system overcomes shortcomings of personal teaching skills of librarians that may adversely affect student learning performance by conveying the same learning content to all students. Additionally, the proposed system results in better learning performance for learners with the field-dependent cognitive style than learners with the field-independent cognitive style. Further, the proposed system provides more benefits in terms of library skills training than conventional librarian instruction.

Determining Data Information Literacy Needs: A Study of Students and Research Faculty

Abstract: Researchers increasingly need to integrate the disposition, management, and curation of their data into their current workflows. However, it is not yet clear to what extent faculty and students are sufficiently prepared to take on these responsibilities. This paper articulates the need for a data information literacy program (DIL) to prepare students to engage in such an "e-research" environment. Assessments of faculty interviews and student performance in a geoinformatics course provide complementary sources of information, which are then filtered through the perspective of ACRL's information literacy competency standards to produce a draft set of outcomes for a data information literacy program.