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Empowering 8: the Information Literacy model developed in Sri Lanka to underpin changing education paradigms of Sri Lanka.1
Abstract
Information literacy (IL) is the ability to identify, locate, evaluate, organize and effectively create, use and communicate information to address an issue or a problem. It is a basic human right to lifelong learning. Information itself is becoming a transforming strategic resource of th e emerging information society. Without information literacy, the information society will not be able to achieve its full potential. Therefore, the concept and practice of information literacy must be promoted from an early age among the school going children. Information literacy is more relevant for the developing nations to enable themselves to bridge the growing info-divide between the developed and the developing nations. In this context, a regional workshop was organized by NILIS to create awareness of information skills for learning among the participants from South and Southeast Asian countries. Empowering Eight (E8), an Information Literacy Model was developed at this workshop organized jointly by IFLA -ALP and the National Institute of Library & I nformation Sciences (NILIS) of Sri Lanka. There were participants representing ten South and Southeast Asian countries. The objective of the workshop was to enhance the resource-based learning in these countries by sensitizing the participants to Informati on Literacy, which as a concept has not taken roots in majority of the countries in the region. When a plethora of IL models are already available, one may question why the wheel is being re-invented. Re-inventing the wheel or developing another model is e ssential because of the composite culture and local conditions in these countries. If an existing model used in a developed country is imposed, it would be difficult for the stakeholders to understand the philosophical roots behind the model. Therefore, the workshop participants, throughout five days worked from identifying the need of IL through comparison of different models to building the E8 to suit the local needs of the region. This paper will discuss in detail the Empowering 8 model and its application and implementation in the Sri Lankan context.
... The information literacy instrument was adapted to the indicators of the information literacy model empowering eight by Wijetunge (2009), which consists of eight indicators: 1) information identification skills, 2) exploring, 3) selecting, 4) organizing, 5) writing from the information obtained, 6) presenting or communicating, 7) accessing input, and 8) using input for improvement (Wijetunge & Alahakoon 2009). The instrument was developed with the type of multiple-choice questions using a Linkert scale of 1 to 5 but not a scale of 3 (Chyung et al. 2017). ...
... The information literacy instrument was adapted to the indicators of the information literacy model empowering eight by Wijetunge (2009), which consists of eight indicators: 1) information identification skills, 2) exploring, 3) selecting, 4) organizing, 5) writing from the information obtained, 6) presenting or communicating, 7) accessing input, and 8) using input for improvement (Wijetunge & Alahakoon 2009). The instrument was developed with the type of multiple-choice questions using a Linkert scale of 1 to 5 but not a scale of 3 (Chyung et al. 2017). ...
... The survey design is a quantitative research that can provide quantitative or numerical descriptions of a population's trends, attitudes, or opinions by studying a population sample (Creswell 2014). The results of this study, as in previous studies by (Wijetunge & Alahakoon 2009), were used to provide feedback to students about the strengths and weaknesses of using information literacy and efforts to overcome them (Wijetunge & Manatunge 2014). The instrument that is used consists of twenty questions distributed on eight indicators. ...
... However, the concept of information literacy (which has a much wider connotation than user education) is quite new in Pakistan. Wijetunge and Alahakoon (2005) have defined the information literacy as "the ability to identify, locate, evaluate, organize, and effectively create, use and communicate information to address an issue or a problem" (p.31). It was in 2008 when first time IL instruction was included in the curriculum of library and information science (LIS), University of the Punjab (Ameen & Gorman, 2009). ...
... A structured questionnaire, listing eight information literacy (IL) skills, was prepared keeping in view the local conditions. ACRL (2000) standards, Bundy (2004), Lau (2006), MLA (2005), and Wijetunge and Alahakoon (2005) provided guidelines for the development of questionnaire. The questionnaire was reviewed by a panel of experts for content validation. ...
... However, our findings reveal that these skills are equally important for medical library users of the developing countries like Pakistan. These results are consistent with the IL abilities mentioned in the Empowering eight (E8) model developed in Sri Lanka for developing countries (Wijetunge & Alahakoon, 2005). ...
Background:
This paper is the second part of a two phase, sequential mixed method study.
Objectives:
To get the views of medical librarians in Pakistan regarding information literacy (IL) skills of medical students and how to teach them IL skills.
Methods:
Structured interviews were conducted with 20 medical librarians in Pakistan. We audio recorded, transcribed all the interviews and performed content analysis and coding of the textual data. We presented the emerging themes with the frequency of their appearance.
Results:
Interviewees agreed that the IL skills of their students were inadequate. Participants suggested that librarians should train students through mandatory IL instruction programmes, designed in coordination with medical faculty. However, workshops/seminars were considered the most effective IL delivery methods for medical faculty and clinicians. The majority of respondents supported the integration of IL instruction into the curriculum as an independent and credit course.
Discussion:
Teaching IL skills to medical students requires proper planning. Therefore, librarians have to prove their place within the curricular structure of the institution and develop understanding of the pedagogy of instruction.
Conclusion:
Librarians must collaborate with faculty to train students in advanced information skills. There is a need to integrate IL instruction into the curriculum at all levels.
... However, the concept of information literacy (which has a much wider connotation than user education) is quite new in Pakistan. Wijetunge and Alahakoon (2005) have defined the information literacy as "the ability to identify, locate, evaluate, organize, and effectively create, use and communicate information to address an issue or a problem" (p.31). It was in 2008 when first time IL instruction was included in the curriculum of library and information science (LIS), University of the Punjab (Ameen & Gorman, 2009). ...
... A structured questionnaire, listing eight information literacy (IL) skills, was prepared keeping in view the local conditions. ACRL (2000) standards, Bundy (2004), Lau (2006), MLA (2005), and Wijetunge and Alahakoon (2005) provided guidelines for the development of questionnaire. The questionnaire was reviewed by a panel of experts for content validation. ...
... However, our findings reveal that these skills are equally important for medical library users of the developing countries like Pakistan. These results are consistent with the IL abilities mentioned in the Empowering eight (E8) model developed in Sri Lanka for developing countries (Wijetunge & Alahakoon, 2005). ...
The purpose of this study was to find out medical librarians’ perceptions towards the importance of information literacy (IL) skills. A structured questionnaire, consisting of eight IL skills, was administered to the head librarians of all academic medical institutions in Pakistan. The respondents were asked to rate the importance of IL skills for their users on a 5-point Likert scale (1- Least important to 5-Most important). A total of 69 (60.5 %) usable questionnaires were returned out of 114 disseminated to the respondents. The IL skills about "accessing the needed information effectively and efficiently", "identifying relevant, authoritative and reliable information sources", "recognizing the need for information", "verifying the relevance and quality of information sources" and "using information ethically and legally" got mean scores exceeding four from head librarians of both public and private sector medical institutions. However, IL skill "evaluating the information critically" received mean score less than four i.e., 3.94 from public sector medical librarians and IL skills "organizing information collected or generated in a logical way" and "using the selected information effectively to accomplish a specific task" although considered important but got lower mean scores (3.97 each) from private sector medical librarians. Respondents from both public and private sector medical institutions had considered all the eight IL skills important for their library users, meaning that library users must be adequately equipped with information competencies.
... According to Wijetunge & Alahakoon [25] through the Empowering Eight (E8) model, it can fight the rise of fake news spread in the Media. With the ability to do information literacy on the search for a hoax news. ...
... By using the Empowering 8 (E8) model, media literacy as presented in figure 3 above as an effort to analyze, identify, select and evaluate existing infodemic news to avoid misinformation becomes one of the infodemic mitigation efforts that can be pursued by the government and the community. So it is expected to be able to assess the accuracy of a news, whether it is a fake (hoax) or not, by comparing with various other news sources [16,[24][25]. Cases of hoaxes and disinformation, as mentioned earlier. ...
Misinformation around Covid-19 poses a public health problem for Indonesia and globally. It has a negative impact on children and the government’s ability to reduce disease and control the causes of death from Covid-19. Both those that have a direct impact on society and children as well as those who injure themselves due to false beliefs about the virus (Covid-19), prevention, vaccines, and treatment. This study uses a qualitative-exploratory method with a phenomenological approach to case studies of hoaxes and disinformation, the online media of the Covid-19 pandemic in Indonesia, which has a detrimental impact on children’s growth and development when consuming wrong information. Data analysis uses Nvivo 12 Pro, as a qualitative research tool in exploring existing research data. The results show that the quality of media literacy and the effectiveness of the Indonesian government’s policies are one of the efforts to mitigate the infodemic on the level of trust in information from online media and social media, which are in harmony in decreasing trust in myths and false information related to Covid-19. Trust in news from online media, interpersonal communication, and uncontrolled social media makes trust in Covid-19 myths and information increasing. This, in turn, contributes to a less critical practice of social media posting, that exacerbates the infodemic in society. Media literacy training and the accuracy of government policies contribute to the improvement of critical social media posting practices, which play a role in mitigating the infodemic in Indonesia.
... In schools, the library is a learning resource center that facilitates student learning and is used to provide guidance and learning support to the students by teachers (Wijetunge & Alahakoon, 2005). Librarians expect students to have good information literacy skills. ...
... Earlier research by Hunter (1994) demonstrated that students' ability to use library information skills for class assignments can be enhanced through a library skills program. Wijetunge and Alahakoon (2005) suggest that library and information skills should be integrated into the school program of activities as this will assist students in engaging in active and self-directed learning activities. By recognizing the library skills that students need Instruction, 1966). ...
The present study aimed to investigate the effect of group mentoring on the virtual library skills of senior secondary school students. The study used a two-group pretest-posttest design to study a sample of senior secondary school students from a Nigerian public secondary school (10 students were enrolled for the group mentoring program and 10 others were waitlisted). Data for this study were collected using the Students' Virtual Library Skills Scale. Compared to their wait-list control group counterparts, senior secondary school students who received group mentoring showed a greater ability to gain virtual library skills. Studies that aim to impart virtual library skills to senior secondary school students will be vital, especially as these students prepare to enter institutions of higher education, where such skills will be essential for their academic success.
... Among indicators of information use skills are the ability to use existing or new information to build new concepts and assimilated the concept into a new undertanding or knowledge (Eisenberg & Berkowitz, 1987). Meanwhile, Wijetunge and Alahakoon (2005) argued that other indicators of information use skills are the ability to review and use feedback and other assessment subsequent learning activities or assignments or apply the constructed knowledge in a variety of situations and use the knowledge to add value to existing products and portfolio. According to The Australian and New Zealand Information Literacy Framework (Bundy, 2004), information search skills can be defined as a skills that require individuals to select process of selecting appropriate methods and use effective information retrieval strategies so that the information retrieval process can be done effectively and efficiently. ...
... According to Eisenberg and Berkowitz (1987), information search skills involve the identification of various information sources activities that identify all sources of information that can be used and later select the best sources of information for a given purpose. Information search skills have several indicators such as searching information resources that match the selected topic, searching information relevant to the selected topic and conducting interviews, field studies or other external research (Wijetunge & Alahakoon, 2005). Eisenberg and Berkowitz (1987) stated among indicators of information search skills are the ability to identify potential sources of information, formulate search strategies, search for different types/formats of information sources, refine search strategies if necessary, and extract information from sources. ...
... Wijetunge and Alahakoon (2005) Wijetunge and Alahakoon (2005) is in harmony with the assertion that clarity of definitions provides a more stable atmosphere for practical initiatives, while controversies over definitions distract from the action. Information Literacy is necessarily demonstrated in a context and within a domain of content. ...
... This model was developed by Wijetunge and Alahakoon, (2005) and is called Empowering ...
The acquisition of information literacy skills empowers students to understand the content, extend their research and assume greater control over their learning. The purpose of the study is to assess information literacy skills of levels 300 and 400 students of the University of Ghana Business School, Legon and Ghana Institute of Management and Public Administration Business School, Achimota. From a population of 2,579 respondents (students), a sample size of 202 that is, 86 UGBS and 116 GIMPABS were selected for the study. The questionnaire was used to gathered and analysed data. The findings of this study show that students agreed that information literacy is very important and helpful in academic work and research. It was also found that students were not information literate. In the light of the findings, several recommendations are made including the following, the incorporation of a credit-bearing information literacy program in the course curriculum; and a collaboration between librarians and faculty to facilitate the implementation of information literacy programs.
... The second essential component of the created scale is "Assess Information Need," which was not identified as a non-academic i-skill in a study by Hepworth and Smith (2008). Several scholars have acknowledged that it contributes significantly to IL (Boeriswati, 2012;Wijetunge, 2005). Considering this, the current study contributed by creating a thorough 62-item scale that comprised 9 statements under this component. ...
Purpose
The study aims to develop a validated scale to measure the workplace information literacy (WIL) skills of Quality Enhancement Cell’s staff based on the i-skills model.
Design/methodology/approach
To develop scale, a multi-stage scale development procedure was adopted. The comprehensive WIL scale was developed and validated in four phases. The first phase involved reviewing literature, content and face validity through experts. In the later stages, through survey method, the construct validity was tested with the application of the exploratory factor analysis and principal component analysis. The scale reliability further calculated through Cronbach’s alpha internal reliability coefficient. The SPSS was used to test and validate the designed scale.
Findings
A multi-dimensional, reliable 62-item scale classified into eight factors was developed. Results indicate that the designed scale achieved internal, face, content, construct validity and reliability. The refined scale has the potential to be used in similar context, however, can be modified for diverse contexts and situations.
Originality/value
To the best of authors’ knowledge, this is the first validated scale of WIL based on the i-skills model. Looking at the prior developed scales, this tool is unique in nature to focus on the skills of administrative staff.
... While there are many existing IL models because of the composite culture and local conditions in developing countries, they may not be entirely suitable. Wijetunge (2005) therefore advocated for the need to develop a new model based on the local needs. Dorner and Gorman (2006, p. 6) emphasis on context leads them to define IL in developing countries as "the ability of individuals or groups to be aware of the social and cultural contexts of information, to understand when it can help, to know how to find and evaluate it, and to understand how to integrate the relevant information to create new knowledge". ...
Purpose
The purpose of this paper is to report on the exploration of women farmers' information literacy (IL) in the context of rural Bangladesh within the context of an ICT-based women empowerment project.
Design/methodology/approach
This study uses thematic analysis of qualitative data collected during a culturally sensitive workshop on IL with a group of project participants.
Findings
The findings showed that women understood their information needs and where to find information, which indicates that participants had some basic IL skills. However, the online environment presented challenges for them to evaluate the quality of the information and its relevance to their daily activities. The cultural complexity of IL was observed with the rural women’s information practices affected by family patterns, community and religion, amongst other social factors. Collective practices are made highly evident by the women’s natural tendency to share phones and information and by the way information is maintained. While the collective practices are very useful in utilising information for daily needs, the downside is that women are potentially vulnerable to threats in an online environment when sharing confidential information.
Originality/value
This article shows that in the context of rural Bangladesh, women farmers’ information-seeking behaviour and practices of sharing and creating information are influenced by sociocultural characteristics. It describes how the women’s situational context of collectivity and power relations influence their ways of handling information.
... United Nations Educationa, Scientific and Cultural Organization (UNESCO) meyatakan bahwa seseorang yang memiliki literasi informasi bertujuan untuk membuat seseorang mampu mengakses dan memperoleh informasi mengenai kesehatan, lingkungan, pendidikan dan pekerjaan. Memandu seseorang dalam membuat keputusan yang kritikal mengenai kehidupan mereka dan juga membuat seseorang bertanggungjawab terhadap kesehatan pendidikan (Wijetunge, 2005). Tentu saja akan sangat mudah bagi mahasiswa untuk mencari sumber bacaan jika didukung fasilitasnya oleh kampus, dan dengan ini pula diharapkan akan dapat meningkatkan literasi mahasiswa dalam mencari sumber pengetahuan keagamaan baik dari media off line dan media online. ...
Abstrak Tujuan penelitian ini adalah untuk mengetahui literasi keagamaan mahasiswa Tarbiyah jurusan Pendidikan Agama Islam (PAI) dalam mencari sumber-sumber keagamaan untuk menambah wawasan keagamaan dan persiapan sebagai guru profesional di bidang Pendidikan Agama Islam (PAI). Literasi keagamaan yang dimaksud dalam penelitian ini adalah pemahaman keagamaan, sumber-sumber keagamaan dan jejeraing sumber keagamaan. Penelitian ini menggunakan metode mix method dengan model sequential explanatory, dalam pendekatan ini pengumpulan data dan analisis data mendahulukan penelitian kuantitatif pada tahap pertama, dan setelah pengumpulan, dilanjutkan analisis data kualitatif pada tahap ke dua, untuk memperkuat hasil penelitian kuantitatif pada tahap awal. (Cresswell, 2009: 299). Populasi dalam penelitian ini adalah mahasiswa yang berasal dari mahasiswa PAI smt 6, dengan tujuan untuk mengetahui Literasi Keagamaan mereka setelah menerima berbagai pengetahuan dalam mata kuliah yang diperoleh. Penelitian ini pada tahap awal akan mengumpulkan data dengan menggunakan angket, kemudian dianalisa untuk diklasifikasikan terlebih dahulu, yang selanjutnya akan di lakukan tahap kualitatif dengan cara wawancara secara mendalam dan analisis dokumen. Validitas yang digunakan dalam penelitian kuantitatif adalah Confirmatory Faktor Analysis (CFA). Sedangkan keabsahan data dalam penelitian kualitatif menggunakan uji kredibilitas, transferability, dependability dan confirmability (Ghony, 2012: 330-333). Analisis data penelitian ini menggunakan analisis deskriptif-eksploratif. Data dokumen ataupun angket dianalisis kandungannya, untuk mengambil kesimpulan secara reflektif. Penelitian ini menunjukkan pemahaman, sumber-sumber informasi dan jejaring literasi keagamaan yang dijadikan sumber-sumber pengetahuan keagamaan mahasiswa prodi PAI di UIN Syarif Hidayatullah Jakarta. Hasil penelitian menunjukkan 1) Pemahaman mahasiswa dalam wawasan keagamaan sangat tinggi. 2)mencari sumber keagamaan dari buku dalam mencari sumber informasi keagamaan tidak terlalu digandrungi oleh para mahasiswa, mahasiswa cenderung mencari informasi keagamaan yang menjadi pilihan mereka melalui media internet dan media sosial yang mereka miliki, diantaranya dengan instagram, youtube, facebook dan line. 3) literasi keagamaan yang dipilih oleh mahasiswa dalam mencari wawasan keagamaan melalui para ustadz yang aktif dalam dunia online, karena mereka menganggap dengan mendengar ceramah melalui online itu praktis, mudah didapat, dan mudah pula dalam memahami isi dari ceramah tersebut. PENDAHULUAN Saat ini kita tengah memasuki era revolusi industri 4.0, yaitu era dimana dunia industri digital telah menjadi suatu paradigma dan acuan dalam tatanan kehidupan saat ini. Era revolusi industri 4.0 hadir bersamaan dengan era disrupsi. Untuk menghadapi revolusi industri 4.0 atau era disrupsi diperlukan "literasi baru" selain literasi lama. Literasi lama yang
... INTRODUCTION AND PROBLEM STATEMENT: Wijetunge and Alahakoon (2005) defined Information Literacy as "the ability to identify, locate, evaluate, organize, and effectively create, use and communicate information to address an issue or a problem'' Librarians in leading libraries desire to transform society through their dynamic role. There is an urgent need to develop the course of Information Literacy (IL) which may be offered from school level to university to cultivate required skills among the students and research skills so that they may not face constraints in finding required information having used conventional and unconventional approaches. ...
Purpose: The major goal of this study was to measure the Information Literacy (IL) skills of Research Scholars engaged in research-based tasks at GC University Lahore (the most historical educational institution of Pakistan). Design/Methodology/Approach: A survey method was applied in this study. The population of the study consisted of the students of the Faculties of Arts & Social Sciences, Life Sciences, and Languages Sample of the study was based upon only those students who were doing research-related activities in Hons., Masters, M. Phil., and Ph. D. Programs. The purposive Sampling Technique was applied to gather data from the participants. A structured questionnaire was formulated and randomly distributed among 120 participants who were doing dissertations or engaged in other research-based assignments/projects. A total of 93 (77.5%) filled questionnaires were received from the respondents who were busy in different research-based activities including research reports, dissertations, and research articles. Gathered data were analyzed through SPSS (Version 26.0) Software and descriptive (Frequency, Percentages, Mean, Standard Deviation) & inferential (One Way ANOVA) statistical tests were applied to summarize the results of the study. Major Findings: Findings of the study show that the highest mean score remained for the statement, “I can efficiently use subscribed and open-access information resources” (M = 4.14). Most of the researchers were skilled in different IL skills and the overall mean score was above 3. The majority of the respondents were skilled in presenting key ideas from the gathered information, inferring main themes from the gathered information, checking the reliability of the searched information, identifying the best authentic sources of information, to refine the search query, and to evaluate searched information in order to know its authenticity. The lowest mean score remained for the statement "I can scan needed information from the found material” (M= 2.80). The majority of the research scholars considered Information Literacy (IL) very important (M=4.04). The findings of the study show that the majority of the researchers (90.3%) were in the favor of IL instructional programmes for developing required skills to conduct the research efficiently while only 6.5% of researchers were not in the favour of IL instructional programmes. Results of the study show that there is a significant age-based difference among research scholars' IL competencies. The findings of the study also show that there is a significant class-based difference among research scholars’ IL competencies. Implications: The study recommends the need for the provision of Information Literacy (IL) course for the research scholars engaged in the impactful research output at the university level. More Information Literacy (IL) sessions are needed to develop IL skills among research scholars of the university so that no barriers might take place in accessing required information resources for producing research having a societal impact. Decision-making personalities of the university should consider the inclusion of IL Course for researchers of all levels from Hons. to Doctors Programs. The findings of the study may be executed on other educational institutions that have similar strategies, policies, traditions, learning, and teaching environment.
... Sharma and Phyak (2017) use dialogue and workshops to prepare in-service teachers to use critical pedagogy in English language teaching. Wijetunge and Alahakoon (2005), in the context of Sri Lanka, discuss how a workshop approach to literacy learning can be effective to help students develop their critical skills to assess information, which contributes to their empowerment while engaging in the process of learning (through) literacy texts. This approach requires teachers to be trained in creating resources and engaging students in identifying, exploring, creating, assessing, and applying information in the learning process with attention to power dynamics. ...
This chapter provides an overview of critical literacies in South Asia. We discuss the theories and practices of literacy education in the region through a review of the existing literature. Drawing on the global contemporary discussion on critical literacy, the chapter traces the development and challenges of critical literacy in South Asian countries and suggests some major implications for the future directions for effectively incorporating a critical lens in literacy education. We also highlight our own responsibilities for social justice as academics.
Previous Chapter
... United Nations Educationa, Scientific and Cultural Organization (UNESCO) meyatakan bahwa seseorang yang memiliki literasi informasi bertujuan untuk membuat seseorang mampu mengakses dan memperoleh informasi mengenai kesehatan, lingkungan, pendidikan dan pekerjaan. Memandu seseorang dalam membuat keputusan yang kritikal mengenai kehidupan mereka dan juga membuat seseorang bertanggungjawab terhadap kesehatan pendidikan (Wijetunge, 2005). Tentu saja akan sangat mudah bagi mahasiswa untuk mencari sumber bacaan jika didukung fasilitasnya oleh kampus, dan dengan ini pula diharapkan akan dapat meningkatkan literasi mahasiswa dalam mencari sumber pengetahuan keagamaan baik dari media off line dan media online. ...
Abstrak Tujuan penelitian ini adalah untuk mengetahui literasi keagamaan mahasiswa Tarbiyah jurusan Pendidikan Agama Islam (PAI) dalam mencari sumber-sumber keagamaan untuk menambah wawasan keagamaan dan persiapan sebagai guru profesional di bidang Pendidikan Agama Islam (PAI). Literasi keagamaan yang dimaksud dalam penelitian ini adalah pemahaman keagamaan, sumber-sumber keagamaan dan jejeraing sumber keagamaan. Penelitian ini menggunakan metode mix method dengan model sequential explanatory, dalam pendekatan ini pengumpulan data dan analisis data mendahulukan penelitian kuantitatif pada tahap pertama, dan setelah pengumpulan, dilanjutkan analisis data kualitatif pada tahap ke dua, untuk memperkuat hasil penelitian kuantitatif pada tahap awal. (Cresswell, 2009: 299). Populasi dalam penelitian ini adalah mahasiswa yang berasal dari mahasiswa PAI smt 6, dengan tujuan untuk mengetahui Literasi Keagamaan mereka setelah menerima berbagai pengetahuan dalam mata kuliah yang diperoleh. Penelitian ini pada tahap awal akan mengumpulkan data dengan menggunakan angket, kemudian dianalisa untuk diklasifikasikan terlebih dahulu, yang selanjutnya akan di lakukan tahap kualitatif dengan cara wawancara secara mendalam dan analisis dokumen. Validitas yang digunakan dalam penelitian kuantitatif adalah Confirmatory Faktor Analysis (CFA). Sedangkan keabsahan data dalam penelitian kualitatif menggunakan uji kredibilitas, transferability, dependability dan confirmability (Ghony, 2012: 330-333). Analisis data penelitian ini menggunakan analisis deskriptif-eksploratif. Data dokumen ataupun angket dianalisis kandungannya, untuk mengambil kesimpulan secara reflektif. Penelitian ini menunjukkan pemahaman, sumber-sumber informasi dan jejaring literasi keagamaan yang dijadikan sumber-sumber pengetahuan keagamaan mahasiswa prodi PAI di UIN Syarif Hidayatullah Jakarta. Hasil penelitian menunjukkan 1) Pemahaman mahasiswa dalam wawasan keagamaan sangat tinggi. 2)mencari sumber keagamaan dari buku dalam mencari sumber informasi keagamaan tidak terlalu digandrungi oleh para mahasiswa, mahasiswa cenderung mencari informasi keagamaan yang menjadi pilihan mereka melalui media internet dan media sosial yang mereka miliki, diantaranya dengan instagram, youtube, facebook dan line. 3) literasi keagamaan yang dipilih oleh mahasiswa dalam mencari wawasan keagamaan melalui para ustadz yang aktif dalam dunia online, karena mereka menganggap dengan mendengar ceramah melalui online itu praktis, mudah didapat, dan mudah pula dalam memahami isi dari ceramah tersebut. PENDAHULUAN Saat ini kita tengah memasuki era revolusi industri 4.0, yaitu era dimana dunia industri digital telah menjadi suatu paradigma dan acuan dalam tatanan kehidupan saat ini. Era revolusi industri 4.0 hadir bersamaan dengan era disrupsi. Untuk menghadapi revolusi industri 4.0 atau era disrupsi diperlukan "literasi baru" selain literasi lama. Literasi lama yang
... As the area of specialization they are expected to select one of the following: Mother tongue, math, science, primary education, home economics, English, Physical education and religion.At the end of three years a diploma in teaching certificate is awarded on the merits of the grading on the continuous Sri Lankan Teacher Education assessment scheme and grading on the internship performance, results of part 1 examination and part 2 final examinations [7]. The internship grading are awarded on the consideration of four components: (a) assessment of the principal where the trainee is posted to, on a five point scale, on general and routine behavior of the trainee within and outside the classroom and trainee's personality characteristics, (b) assessment of the senior teacher and the college of education professor under whose supervision the trainee works in the school, (c) assessment of the board consisting of principal, senior teacher and another teacher in the school on a five point scale on trainees interaction with others in the school, trainee's professional attitudes, community focused attitudes, and trainees overall performance as a teacher in the school, and (d) grading awarded by the college of education supervisor to the three projects and the essay that the trainee is expected to complete within the internship period (Colleges of Education, 1987) [8]. ...
The rejuvenation of a nation depends upon education and the development of education depends upon teachers. Thus, quality teachers are the spine for representing overall teaching levels. This is more in science education, the training of these teachers to the standards is a great need. This article discusses a proportional look into the pre service science teacher preparation in Sri Lanka and China with comparison to the National Science Standards in U.S.A. The reforms, pre service science teacher training and science teacher professional education systems contribute to producing competent science teachers to the education system in both the countries at different levels. However, it cannot meet the standards for remarkable increasing requirements of highly qualified science teachers in the context of new science education reform. More effective measures should be taken to improve pre-service science teacher education and it must also be altered, which is not easy. In this paper an attempt is made to bridge the gap between the previous reports findings, highlights problems associated with the planning and organization of in-service training and proffered recommendations towards improving classroom instruction and organization of in-service training for prospective science teachers teachers.
... Nevertheless, during recent years, there has been a significant interest in information literacy in Sri Lanka. This might be due to the introduction of 'Empowering 8'information literacy model in 2004 by targeting the school sector in the country (Wijetunge & Alahakoon, 2005) and the availability of several information literacy workshops and training programs locally during the past few years. This new awakening has had impact on the higher education sector as well, especially the country's university libraries. ...
The rapid development of information and communication technology
(ICT), particularly internet, and the increasing development of user
education forms and methods, such as new information literacy
initiatives have resulted in significant changes in academic libraries.
With these unprecedented changes, academic librarians in Sri Lanka
have to deal with instructional processes more effectively and efficiently.
The primary concern of this paper is to understand the concept ‘user
education’ in the local context and its present practices in university
libraries. Even more, this study intends to understand problems
encountered, challenges being faced and potential new opportunities
available on user education in university libraries in Sri Lanka. The total
outcome of this paper is beneficial for researchers, policy makers,
university authorities and academic librarians in Sri Lanka to understand
the real situation which exists behind instructional activities of university
libraries and to design, develop, implement policies and make strategies
on pertinent subject.
... During recent years there has been significant interest in IL in Sri Lanka as well. This may be due to several facts, including the introduction of "Empowering 8" IL model in 2004 a model which targets the school sector in the country (Wijetunge and Alahakoon, 2005) and the availability of several IL workshops and training programs locally during the past few years. This new awakening has had an impact on the higher education sector as well, especially the country's university libraries. ...
Purpose
– The purpose of this research paper is to look at the overall instructional performance of academic librarians in Sri Lanka and shed light on the challenges and potential problems facing the implementation of quality information literacy (IL) in university libraries.
Design/methodology/approach
– Data were collected by means of a questionnaire, which was sent to all professional academic librarians working in Sri Lankan university libraries. The results were analyzed using frequency and percentage distributions.
Findings
– The results reveal that the organizational structures of academic libraries do not clearly acknowledge the academic librarians’ role in library instruction. Though most academic libraries had formal instruction policies, the majority had not appointed instruction coordinators. Academic librarians were not satisfied with the assessment of their teaching by library administrators, even though most of them had teaching experience. Most of the user education programs which they practiced were not up-to-date. Academic librarians’ interest and positive attitudes with regard to library instruction, particularly for IL was the other significant factor explored by the study.
Research limitations/implications
– The study focuses only on academic librarians. The exclusion of other university stakeholders such as teaching staff, students, administrators and others from the study poses a significant limitation.
Originality/value
– The results of this study can be generalized to academic libraries in Sri Lanka and to academic libraries in other developing countries.
This study aims to determine the information literacy skills of users at the Padang State University library using literacy standards for higher education. This research is a qualitative research. There were 5 informants in this study, namely students of the 2018 library and information science study program. Data collection techniques were carried out by interview and documentation methods. The results of this study indicate that students are information literate (1) able to identify the information they need, (2) able to access the information they need effectively and efficiently, (3) able to evaluate information and sources of information critically and able to combine certain information into knowledge and value systems that they already have, (4) Able to utilize or use information effectively to achieve certain goals, (5) Able to understand economic, legal and social aspects in the use of information and be able to access and use information ethically and legally.
"In the information society, the concept of IL is at the center of educational research. In higher education, university teachers and students need to keep up with current research trends in the application of IL skills. The generation, processing and storage of information has never been more marked in any age, as Manuel Castel writes in his work The World of Knowledge. Information therefore determines all aspects of life, and it is therefore necessary for those who choose a career in the intellectual field to be equipped with information skills. An information literate individual is able to recognise when and where information is needed, to find it, analyse it and apply it successfully. To be considered information-literate a person must be able to recognize the need for information and assess its scope, to locate information quickly and efficiently from a variety of sources and databases. He/she must be able to evaluate information and sources, and be able to organise and process information or create new knowledge, recognise and solve problems. After reviewed the studies and research on information literacy, a questionnaire survey of a sample of 230 university students in Hungary was used to assess students' information literacy. This paper presents the main results of the survey. "
Literasi informasi maksudnya kelancaran menelusur informasi dan penguasaan teknologi informasi dalam menelusur informasi sesuai kebutuhan, hal ini sangat penting untuk keberhasilan pendidikan tinggi dan belajar seumur hidup. Mahasiswa UIN Imam Bonjol Padang perlu dikenalkan dan selanjutnya ditekankan punya keahlian literasi informasi sejak dini, terutama terhadap penelusuran sumber kajian Islam. Tujuan literasi informasi ini agar mahasiswa mampu menafsirkan informasi sebagai pengguna informasi dan menjadi penghasil informasi bagi dirinya sendiri. Penelitian ini memakai metode kombinasi (mixed methods), yaitu menggabungkan antara metode kuantitatif dan metode kualitatif untuk digunakan secara bersama-sama sehingga diperoleh data yang lebih komprehensif, valid, reliabel dan objektif. Analisis deksriptif dari beberapa indikator adalah menunjukkan secara umum bahwa pentingnya peningkatan literasi informasi melalui kegiatan layanan pendidikan pemakai di Perpustakaan UIN IB Padang Dari penelitian disimpulkan bahwa mahasiswa UIN Imam Bonjol Padang masih kebingungan dalam menelusur informasi, terutama yang berbahasa Arab, walau kegiatan literasi informasi sudah dicanangkan oleh UPT Perpustakaan pada dosen, mahasiswa dan pustakawan. Untuk mencapai hasil yang maksimal dibutuhkan dukungan dan perhatian yang serius dari pimpinan, dosen dan bagian-bagian terkait, baik sektor peralatan, keuangan, koleksi yang digunakan bahkan fasilitas tenaga yang profesional serta waktu yang cukup.
This study aims to analyze prospective science teachers’ information literacy and scientific argumentation skills and their correlations in online learning during the COVID-19 pandemic. This survey research with a cross-sectional design involved 342 students from a state university in Surabaya. The survey was given online to all respondents with a response rate of 77%, consisting of 23 men and 241 women. The information literacy skill instrument was adapted from the eight indicators of the empowering eight model and declared valid. Indicators include the ability to identify, explore, select, organize, create, present, access input, and use information. The argumentation skills instrument consists of four indicators: the ability to identify claims and their qualifications, identify types of data and their quality, identify reasons and quality, and identify objections and counter-arguments. In contrast to the results of previous studies in this study, prospective teachers’ information literacy obtains an average of 83% in a good category. Based on the correct answers to the four indicators, the argumentation skills used obtained an average score of more than 50% on the less and very poor criteria. Based on the SPSS one-tailed correlation test, a correlation coefficient of 0.103 is obtained with very low criteria. This study concludes that students’ information literacy skills are in line with their argumentation skills but in very little correlation.
Esta dissertação traz como resultado a proposta de um modelo em competência em informação científica para a formação de avaliadores de periódicos, que é uma etapa da comunicação científica que amplia consideravelmente sua qualidade, assim como fortalece a ciência em si. Tem como objetivo geral explorar modelos de competência em informação de modo a criar estratégias e ações com foco no aprimoramento do trabalho do avaliador de periódicos científicos. Como objetivos específicos têm o aprofundamento na literatura sobre o processo de avaliação de periódicos e o papel do avaliador; a análise de programas de competência em informação; e o desenho de uma proposta de modelo de competência em informação científica para avaliadores de periódicos. Para a análise dos modelos foi utilizado o método de análise de conteúdo de Bardin, com a finalidade de criar categorias e desenvolver boas práticas para a formação dos avaliadores de periódicos. Como resultados, foram identificadas sete categorias, são elas: necessidade ou problema, busca da informação, criação de informação, comunicação da avaliação, decisão da avaliação, ética da comunicação científica, tecnologias da informação para avaliação. A partir dessas categorias foi desenvolvido o produto que tomou forma na proposta de modelo de competência em informação científica para avaliadores de periódicos. A avaliação da ciência, dentro do processo da comunicação científica, é uma das chaves que garantem a qualidade, a fidedignidade e a reprodutibilidade das pesquisas, logo, espera-se que o modelo proposto possa colaborar para alcançar novos padrões de qualidade.
ABSTRAK Penelitian ini bertujuan untuk mengetahui kompetensi literasi Informasi dalam proses pengembangan minat bakat siswa berbasis model empowering 8. Penelitian ini dilaksanakan di MAN 2 Langkat. Metode penelitian yang digunakan ini adalah metode kualitatif dan triangulasi data (observasi, FGD, dan dokumentasi) dalam proses pengumpulan data. Hasil penelitian ini menunjukkan siswa MAN 2 Langkat secara garis besar telah menerapkan komponen model literasi empowering 8 dalam pengembangan minat dan bakatnya. Kendati demikian, terdapat kekurangan beberapa langkah yang terdapat dalam komponen model empowering 8 yang belum dilaksanakan, hal ini mendorong penguatan program kegiatan literasi informasi di sekolah untuk membentuk siswa yang mampu mengeksplorasi informasi secara efektif serta menggunakan informasi secara etis, sehingga karya, konten, dan informasi baru yang dihasilkan dapat menjadi lebih berkualitas. ABSTRACT This study aims to determine the competence of information literacy in the process of developing students' interest in talent based on the empowering 8 model. This research was carried out at MAN 2 Langkat. The research method used the qualitative method and data triangulation (observation, FGD, and documentation) in the process of data collections. The results of this study indicate that the students of MAN 2 Langkat have generally applied the components of the empowering 8 literacy model in developing their interests and talents. However, there is a lack of several steps contained in the components of the empowering 8 model that have not been implemented, this encourages the strengthening of information literacy activity programs in schools to form students who are able to explore information effectively and use information ethically, so that creation, content, and information produced can be of higher quality.
Purpose of the study The main theme of this study is to explores the information literacy skills of the law practitioners in Khyber Pakhtunkhwa-Pakistan under the heading “Information Literacy Skills of Legal Practitioners in Khyber Pakhtunkhwa-Pakistan: An Empirical Study.” Research Method and Procedure To conduct this quantitative study, the simple random sample approach is used. An adapted questionnaire is distributed among 254 lawyers of Dera Ismail Khan through personal visits and electronic means. The data collected is analyzed through SPSS (Statistical Package for Social Sciences) software. Delimitations of the study: The study is delimited to the southern district of Khyber Pakhtunkhwa: Dera Ismael Khan. Key Findings: Most of the lawyers of District Dera Ismail khan of Khyber Pakhtunkhwa can recognize and understand the needed information. A large number of lawyers are capable of presenting information in both written and electronic forms. They are not comfortable with different legal databases and using various searching and keyword techniques. They have less knowledge of Boolean operator for locating of online information. Conclusion and Recommendations Efforts should be made to arrange refresher courses and training workshops on utilization of different legal databases and different search techniques for retrieval of information sources. This practice will enhance the information literacy skills of lawyers that will ultimately result in to a better legal system in the Pakistan. . Practical implication(s): The findings of the study will motivate the policy makers, authorities of legal forums to restructure the information literacy programs to fulfil the Lawyers’ information needs. Contribution to the knowledge: No significant work has been done on the lawyers' Information literacy skills in Khyber Pakhtunkhwa-Pakistan. It will bring a clear picture of information literacy skills of law practitioners and addressed the problems faced by them during seeking process.
This article explores social media coverage of news related to the infodemic as a threat to panic and peace in society during the current global crisis due to Covid-19. The infodemic phenomenon has distorted scientific work and reduced public trust in state authorities. This research has identified and analyzed the government’s response to fake news attacks on social media. The method used is qualitative-exploratory with data analysis used of Nvivo 12 Pro. The research results showed that the quality of people’s digital literacy, public communication performance, and the effectiveness of government regulations are part of the challenges in mitigating the infodemic. The Indonesian people have been trying to mitigate the Covid-19 infodemic in Indonesia, both in groups and individually. The presence of the digital society and media movement to mitigate the Covid-19 infodemic that is rife in industry 4.0 within digital public spaces in Indonesia. The presence of fact-checking in the form of a report website to face hoaxes and disinformation is a form of the Indonesian digital 4.0 mitigation movement. In addition to the efforts of the Government of Indonesia, which has three strategic approaches, namely 1) Upstream, digital literacy, and capacity; (2) middle flow, direct action to remove harmful information through technology and collaboration with social media platforms; and (3) downstream, direct action to provide technical assistance in monitoring the spread of malicious information.
Innovations in library services are rapidly developing within numerous areas including building design, program and event planning, patron experience and engagement, literacy program development, and administration and management. To ensure these changes are implemented and considered successfully, a closer look at the challenges, trends, and practices of these innovations is crucial.
Technological Advancements in Library Service Innovation examines the recent activities of successful and groundbreaking research and practices around the world surrounding library service innovation and presents various forward-thinking initiatives. It also provides an overview of libraries’ successful experiences, identifies emerging global themes and trends, and offers guidance to library practitioners on how to pursue the recent trends in their own library environment. Covering topics such as technology adoption and organizational structures, this book is ideal for library professionals, researchers, academicians, instructors, and students.
The school library is recognized as an information center for learning, staffed by certified and professional school librarians, that collaborates with educators. This International School, known as IS1, offers library lesson periods for their primary and secondary students starting from January 2021 to assist and guide students equipping themselves with information literacy skills in supporting their academic purposes. The five information literacy modules were developed, namely Information Resources, OPAC & WEBPath Express (School Databases), Online Information Resources, Citation & References, and Basic Research Steps. After completing the information literacy modules, researchers interview the subject teachers about the perception of the implementation of the information literacy module with the students. Findings show that the implementation of the IL module was a good initiative to collaborate with school librarians to produce self-guided learning to boost student motivation and achievement.
This paper intended to provide and critical and analytical review of research on workplace information literacy published form South-Asia with a view to inform policy and practice. Library, Information Science and Technological Abstracts (LISTA) was searched to identify the key studies published in the proposed research area using multiple keywords. The search process resulted in 384 citations which was screened for duplication and relevance. As a result, 375 citations were excluded due to duplication and non-relevance. Only nine citations remained to deal with for review. The reference lists of these citations were also examined to identify more related citations which resulted in 3 more citation to be included. Thus, there were only 12 citations included in this review. The results indicated the dearth of studies on workplace information literacy in South-Asia. Most of these studies focused on library and information professionals, followed by scientists, and university teachers using survey research design. There was only a single study that addressed information literacy in visually impaired teachers. The respondents of the reviewed studies were competent to basic levels of information literacy where they were less comfortable in advanced levels of information literacy. There was a critical necessity for a need-based IL curriculum for workplace environments. These results indicated the need for more research on workplace information literacy in South-Asia to information policy and practice. This study would be a great contribution to the existing literature as it can be used a foundational study for workplace information literacy in South-Asia.
Introduction: The need to be computer literate is very essential with the exponential growth of information technology in every aspect of human life. To cope up with the rapid integration of information technology in day to day life, the competencies to computer literacy and efficient usage of computers is much more needed. The purpose of the study was to assess the computer literacy among the Below Poverty Line (BPL) community of Malda district for their compliance to IFLA information literacy model and its need. Methodology: Survey research method was adopted for this study enquiring through structured questionnaire which contained 20 numbers of questions in 5 sections including demographic and computer literacy skills and aspects related to role of library in their life. Some questions comprising the computer literacy skills with relevance to IFLA E8 model test area as the E8 model is developed distinctively for Asia and Pacific region. The population of the study comprised of Below Poverty Line (BPL) community of Malda district within its 15 blocks. 385 respondents were selected through random sampling. Likert Scale has been used to transform qualitative data to quantitative data and mean score is used. Data analysis was done by using frequency counts and simple percentages. Originality/ Value: The study is the community survey conducted in Malda district that needed to test the computer literacy skills of the Below Poverty Line (BPL) community. The findings are useful in assessing the effectiveness of computer literacy and the demand for the more effective approaches toward computer literacy and also the training and skill development for computer literacy in Malda district.
The aim of the article is to find out the goals, analyze the results of the national project "Action. Digital Education"(Ukraine); identify similar and unique elements compared to the national information literacy programs of Southeast Asia(for example, Malaysia and Singapore). The methodological basis of the study is theoretical and empirical methods: analysis of sources, descriptions, comparative analysis, systematization, visualization. The novelty of the study. For the first time,a scientific analysis of the goals and results of the national online platform for digital literacy "Action. Digital Education",as well as online and offline components of the project, has been conducted. Conclusions. It has been found that the educational platform "Action. Digital Education", with the assistance of the Ministry of Digital Transformation of Ukraine andthe Ukrainian Library Association, aims to teach 6 million of Ukrainians digital literacy skills. Quantitative and regionalanalysis shows that during 2020, 1,716 hub libraries joined the project and became ambassadors of the project and helpedusers to take the selected training course free of charge. Similar elements in the implementation of national information literacy projects in Malaysia, Singapore have been identified. These are: developing media skills and information literacythrough telelearning (InfoLit-Telelearning in Malaysia); usage of the show format (Super SURE Show in Singapore); structuring programs by age and target audience (SURE 2.0 - for schoolchildren; SURE for Life - for different segments of thepopulation of Singapore); participation of celebrities and public libraries of the studied countries in advertising projects.Unique features of the Ukrainian project "Action. Digital Education" is the development of training courses in the formatof educational series; offering series of different levels of knowledge and a wide range of topics; involvement in cooperation as hubs of digital education of public organizations, schools, IT organizations, CNAP. Practical value. The study ofworldwide experiences in the implementation of national information literacy programs is a pressing issue today and is aprerequisite for the development of a national program and standards of information literacy in Ukraine.
The Indonesian government introduced the compulsory-nation-wide National Exam (called Ujian Nasional in Bahasa Indonesia shortened to UN) since 2005. The systems required the students of class 6,9 and 12 to pass the National Exam in certain courses. This paper limits to class 12 as they will enroll to higher education. For class 12 there are threee compulsory courses, that are Indonesian Language, English and mathematics. As class 12 was divided into three departments (i.e. natural sciences, social sciences and language), each students must participate in the related-courseexams such those who choose natural sciences must take Physics, Chemistry, Biology; for social sciences the students must take Economics, Geography, Sociology while those from language department must take Indonesian literature, Anthropology and selected foreign languages (Chinese n, Japanese, German, Arab language) respectively. As the National Exam are compulsory, then the schools teach the students mostly in those subjects, sometime sacrificing other courses, the students are crammed only the required courses. Indirectly the students supported by the teachers are involved in information literacy activities albeit limited to certain subjects and usually using widely internet and google (a disadvantage for students with limited technological infrastructure and not 24 hours-electricity facilitiy). As being drilled into National Exam required courses, then the students are not really complete information literate person, they just partly information literate. Sacrificing other subjects, the students do not read literary books, they just read the novel excerps(!) This findings supported the acclaimed Indonesian poet Taufik Ismail who denoted that the Indonesian high school students since 1970s do not literary works at all. Apart from the (controversial) National Exam systems, from library point-of-view it is suggested that the school libraries actively took part in the information literacy holistically not partially in order to support the life long learning through information literacy program.
Bu çalışmanın amacı, Fen Edebiyat Fakültesinde öğrenim gören öğrencilerin bilgi okuryazarlık düzeylerinin çeşitli değişkenler (Cinsiyet, bilgisayara ve internete sahip olma, bilgisayar ve internet kullanma süresi, kütüphaneden faydalanma, internet kullanım amacı vb.) açısından incelenmesidir. Öğrencilerin bilgi okuryazarlık düzeylerini belirlemek amacıyla Adıgüzel tarafından geliştirilen "Bilgi Okuryazarlığı" ölçeği kullanılmıştır.Ölçek, 5'li likert tarzında(her zaman, çoğu zaman, bazen, ara sıra, hiçbir zaman) olup 29 maddeden oluşmaktadır. Ölçek dört faktörlü olup bu faktörler, "Bilgi ihtiyacını tanımlama" "Bilgiye erişme", "Bilgiyi kullanma" "Bilgiyi kullanmada etik ve yasal düzenlemeleri dikkate alma" dır. Araştırmanın Evrenini 2016-2017 öğretim yılında Ġnönü Üniversitesi, Fen Edebiyat Fakültesinde öğrenim gören öğrenciler oluşturmaktadır. Araştırmada tabakalı örnekleme yöntemi kullanılmıştır. Araştırmada elde edilen veriler, bağımsız örneklem t-testi ve tek yönlü varyans analizi testi (ANOVA) kullanılarak çözümlenmiştir. Araştırmada elde edilen bulgulara göre; öğrencilerin bilgisayara sahip olma durumlarına göre, bilgi ihtiyacını tanımlama, bilgiye erişme, bilgiyi kullanma ve bilgi okuryazarlığı toplam puanları arasında anlamlı bir farklılık bulunmuş, bilgiyi kullanmada etik ve yasal düzenlemeleri dikkate alma toplam puanları arasında anlamlı bir farklılık bulunmamıştır. Alanlarıyla ilgili yayınları takip etme ve kitap okuma sıklıklarına göre tüm boyutlarda ve bilgi okur yazarlığı toplam puanları arasında anlamlı bir farklılık bulunmuştur. Cinsiyetlerine, mobil internet bağlantısına sahip olma durumlarına ve öğrenim gördükleri bölümlere göre tüm boyutlarda ve bilgi okur yazarlığı toplam puanları arasında anlamlı bir farklılık bulunmamıştır. Öğrenim gördükleri sınıflara göre, bilgiye erişme ve bilgiyi kullanmada etik ve yasal düzenlemeleri dikkate alma boyutlarında anlamlı bir farklılık bulunmuş diğer boyutlarda ve bilgi okuryazarlığı toplam puanları arasında anlamlı bir farklılık bulunmamıştır. Üniversiteye girişteki puan türlerine göre, bilgiyi kullanmada etik ve yasal düzenlemeleri dikkate alma boyutlarında anlamlı bir farklılık bulunmuş diğer boyutlarda ve bilgi okuryazarlığı toplam puanları arasında anlamlı bir farklılık bulunmamıştır. Bilgisayar kullanma sürelerine ve Ġnterneti kullanma amaçlarına göre bilgiyi kullanmada etik ve yasal düzenlemeleri dikkate alma boyutunda anlamlı bir fark bulunmamış, diğer boyutlarda ve bilgi okuryazarlığı toplam puanları arasında anlamlı bir farklılık bulunmuştur. Ġnternete bağlanma sürelerine göre ve kütüphaneye gitme sıklıklarına göre bilgiyi kullanmada etik ve yasal düzenlemeleri dikkate alma boyutunda anlamlı bir fark bulunmuş, diğer boyutlar ve Bilgi okuryazarlığı toplam puanları arasında anlamlı bir farklılık bulunmamıştır. Sabit internet bağlantısı olma durumlarına göre bilgiyi kullanma ve bilgi okuryazarlığı toplam puanları arasında anlamlı bir farklılık bulunmuş diğer boyutlarda anlamlı bir farklılık bulunmamıştır. Elde edilen bulgulara ışığında öğrencilerin bilgi okuryazarlık düzeylerinin yüksek olduğu sonucuna ulaşılmıştır.
Tujuan penelitian ini untuk mengetahui tingkat literasi informasi peserta diklat sebelum dan sesudah mengikuti diklat serta tingkat signifikansi pengaruh diklat terhadap kemampuan literasi informasi peserta. Metode survei digunakan pada sampel 30 orang peserta Diklat Teknis Substantif Publikasi Ilmiah. Instrumen kuesioner berskala likert dikonstruk dari tiga aspek model Empowering-8, yaitu identifikasi, organisasi dan membuat/menciptakan. Hasil penelitian menunjukkan bahwa rerata skor tingkat literasi informasi peserta di awal diklat termasuk kategori “baik” hanya pada aspek kemampuan organisasi sedangkan aspek kemampuan identifikasi dan aspek kemampuan membuat/menciptakan serta secara global termasuk kategori “kurang/rendah”. Kemudian setelah mengikuti diklat, skor tersebut meningkat menjadi “baik” pada ketiga aspek, yaitu aspek kemampuan identifikasi, aspek kemampuan organsiasi dan aspek kemampuan membuat/menciptakan. Hasil uji-t pada tingkat kepercayaan 95% diperoleh nilai Sig-2 tailed = 0,00 < 0,05, menunjukkan adanya perbedaan yang signifikan antara kemampuan literasi informasi peserta diklat sebelum dan sesudah mengikuti diklat. Hasil ini membuktikan bahwa diklat berpengaruh terhadap peningkatan tingkat literasi informasi peserta diklat.
Community Service is carried out by donating Training to Anticipate Fake News (Hoax) on Social Media, which is a pro-active form and participation of Universities in the Thousand Islands Police Resort program through the local government in overcoming the problem of media literacy (dissemination of hoax news), so that people can distinguish which information is correct and which information is fake or hoax so that the acceleration and effectiveness of development programs can be achieved which is marked by the better quality of public understanding related to false information (hoax) on social media. Media Literacy Training Anticipating Fake News (Hoax) in Social Media uses the Empowering 8 (E8) model approach. Post test results from 26 participants who took part in the training, there was a significant increase in value, namely as many as 26.56 points from the average value of the pre test value of 55 points with a value range of 20 to 70 points, to 74.56 points with a value range of 60 to 80 points Pengabdian kepada masyarakai ini dilaksanakan dengan mengadakan Pelatihan Literasi Media Mengantisipasi Berita Palsu (Hoax) Di Media Sosial, yang merupakan wujud pro aktif dan partisipasi Perguruan Tinggi terhadap program Polres Kepulauan Seribu melalui pemerintah setempat dalam mengatasi persoalan literasi media (penyebaran berita hoax), agar masyarakat bisa membedakan mana informasi yang benar dan mana informasi yang palsu atau hoax sehingga dapat tercapai akselerasi dan efektivitas program pembangunan yang ditandai oleh semakin baiknya kualitas pemahaman masyarakat terkait informasi yang palsu (hoax) pada media sosial. Pelatihan Literasi Media Mengantisipasi Berita Palsu (Hoax) Di Media Sosial menggunkan pendekatan model Empowering 8 (E8). Hasil post test dari 26 peserta yang mengikuti pelatihan, terdapat peningkatan nilai yang cukup signifikan, yakni sebanyak 26.56 poin dari nilai rata-rata nilai pretest adalah 55 poin dengan rentang nilai 20 s.d 70 poin, menjadi 74.56 poin dengan rentang nilai 60 s.d 80 poin
Background of the study: literacy skills of librarian
Purpose: This study aims to identify the information literacy skills of librarians in meeting the information needs a user at the public library in the city of Bogor.
Method: This study used a qualitative approach with the case study method. Data were collected through observation and interview. The informants of six people selected using purposive sampling, with the criteria set librarian of Library Science education. Information literacy models used in this study are a model Empowering Eight, consisting of identification, exploration, selection, organization, creation, presentation, assessment and application information..
Findings: The results showed that the information literacy librarian at the public library in the city of Bogor in meeting the information needs user already applied include a component on the identification, exploration, presentation, assessment, and application.
Conclusion: There are some capabilities that cannot be applied to the maximum, including component selection, organization and creation of information.
Indonesia is a nation with high level of diversity, the last decades faced on many conflicts with different backgrounds, is that about differences in religion, ethnicity or culture. In this case, religious education failing in operating one of its roles which to fulfill Indonesian society to create harmony and peace. One factor of the failure religious education is the lack of value investment that has the spirit of multicultural education. Thus, efforts towards the value investment of multicultural education in educational institutions can’t be negotiated, including universities. This paper try to describes and analyzes value investment of multicultural education in Islamic higher school in Indonesia with its focus of study as follows: 1) Principles of value investment multicultural education; 2) Implementation of value investment multicultural education; and 3) Implications of value investment multicultural education towards tolerance of student manner.
Purpose
This study aims to contribute theoretically in the information literacy (IL) literature by presenting process-based framework at the primary education level. This study also investigated school children’s information-related tasks, their favored information sources and IL skills.
Design/methodology/approach
The study utilized qualitative research approach and multiple nested sequential case study design to explore the phenomenon.
Findings
The majority of children from public, private trust and unregistered schools were unable to present, organize, use and understand main ideas of given information. However, the elite economic class school children had good IL skills with few exceptions. Based on research findings, a process-based IL framework has been proposed at the primary education level.
Research limitations/implications
The present study proposed a process-based IL framework which has practical implications for parents, librarians, teachers and policymakers.
Originality/value
The paper is based on doctoral research which is of significance to information professionals and educators.
This research investigated a model of the effect of information literacy, media literacy, moral literacy, and learning & thinking skills as the construct of e-literacy maturity level through information behavior (IB) on prophetic-liberation communication behavior (P-LCB). The model was constructed based on social cognitive theory (SCT) and uses and gratifications theory (UGT). P-LCB is an applied model of ethical values in the Qur’an that liberates humans from social injustice and misuse of information and communication technology. In this case, e-literacy as a personal characteristic factor will influence a person's P-LCB through IB. The study employed an explanatory-quantitative analysis. A total of 91 lecturers had been selected randomly from the total population of 989 lecturers (11 faculties) in UIN Syarif Hidayatullah Jakarta and conducted by distributing 95 statements of the questionnaire. Data were analyzed using the path analysis approach. The result reveals that e-literacy through IB has a simultaneously and significant effect on P-LCB. Partially, information behavior, learning & thinking skills, and IB significantly influence the P-LCB, while media and moral literacy do not. However, there is a significant and positive relationship between the constructs of e-literacy. The significance of this study recommends that the education of information literacy and learning & thinking skills should be integrated with media and moral literacy in increasing awareness of free media communication (P-LCB).
The purpose of this paper is to review an information literacy programme offered for undergraduates in a Faculty of Law in Sri Lanka. Constructive Alignment Theory of Biggs (2002) and the Empowering 8 ® Information Literacy Model were used to design the programme. Effectiveness of the programme was measured by comparing the pre and post test marks of the students, and the feedback of the students and staff. It was determined that by following the programme, the students received declarative knowledge on a variety of tools and techniques required to become successful in an academic environment. Library and faculty members gained first hand insights into the strengths and weaknesses of the information usage of the students and understanding the reasons for the weaknesses so that they could address the issues appropriately. It also determined that, several critical success factors, other than an appropriate curriculum, are essential for an IL programme to thrive. The programme is unique since it is the first evident IL programme designed and delivered in Sri Lanka using an IL model.
Each individual has different capabilities in addressing the information needs they everyone has different disparities in finding and managing information sources. This is related to differences in ability and confidence of each person. This article aims to examine how virtual referens services are provided by college libraries that can help reduce the anxiety of information needs of the user. The study of this article is done descriptively qualitatively by reviewing some literature related to information tracking activities and forms of referens service that can be applied in the college library. The results of this article explain that, to help reduce the anxiety of information needs of the users in information search, including can be done by providing virtual referens service. The form of virtual reference service that can be done in the library of universities such as: research consultation services conducted by Singapore Management University library, live chat and provision of information in the form of a video conducted by University of Kentucky library, a research guide conducted by Harvard University library, ask librarian service, research assistant service and so on.
This research aims to know librarian literacy information in the Library of Faculty of Engineering UGM based on the big6 model and to know the stages of librarian literacy information in the Library of Faculty of Engineering UGM for each stage based on the big6 model. The method that the researchers use in this research is descriptive quantitative. This research is a population study, where the entire population is used as a research sample. The population in this research is all librarians in the Library Faculty of Engineering UGM which amounted to 4 people. Data analysis using mean & grand mean formula. Based on the data that has been processed it is known that librarian literacy information in the Library of Faculty of Engineering UGM belong to the category well proved with the grand mean value of 3.20. From the stages the definition of the problem is very good with a value of 3.28. From the stages of information search strategy, classified very well with a value of 3.27. From the stages of the location and access stage, it is very good with 3.38. From the stages of the use of information, quite well with the value of 2.88. From the synthesis stage, it is quite good with a value of 3.21. From the evaluation stage, it is good with 3.20. This research is expected to provide input to the library to maintain and improve skills in the field of information literacy.
Librarians are tasked with helping students navigate content and discourse across disciplines as well as within their particular major. At times this requires a non-discipline-based form of teaching information seeking, gathering, and sharing that is often called information literacy. Digital storytelling provides a process for uncovering many of these unspoken, unobserved, and yet critical skills for developing the meta-skills needed in our complex information environment. More importantly, it can do so in the most authentic of ways, by incorporating personal reflection and metacognition into the information creation process itself. Academic libraries sit between disciplines and, in a way, have served as untapped grounds for the scholarship of integration.
This paper aims to present an overview of information literacy (IL) instruction in Pakistan from the following perspectives: research literature produced; IL instruction as a credit course at LIS schools; and continuing professional development (CPD) activities for information professionals. This study was based on a review of the literature on IL, a survey of LIS schools, searching through the electronic messages archives of the professional groups, and exchange of information with peers. The findings revealed that 13 research papers were published on IL from Pakistan. Out of 12 LIS schools, four offered a 3-credit hour course on IL instruction at the Masters level. Continuing professional development opportunities were limited in Pakistan. A few university libraries just started formal IL programs. We recommended that IL be included in the curriculum at all LIS schools. Research studies on different aspects of IL must be conducted. LIS schools and associations must prepare the professionals to run IL instruction programs.
There are more than 285 million blind and visually impaired people in the world, 90% of whom live in developing countries. The purpose of this paper is to present the findings of a study on visually impaired school teachers in Pakistan in order to examine how they identify, explore, select, organize, create, present, assess and apply information (IFLA’s Information Literacy Empowering Eight model) in teaching and everyday life. Interviews were conducted in January 2015 with 55 visually impaired teachers in 10 schools for the blind located in the province of Khyber PukhtunKhwa, Pakistan. The study also explores their ability to find, evaluate, and apply pedagogical information. Collected data revealed information on different aspects of information literacy skills. Although basic skills of the studied population were assessed; the study found that visually impaired teachers are highly skilled in terms of organizing the information and they prefer to take personal responsibility while searching for required information. They were found less skilled in using and apply new tools for information searching and lacking in ability to present the data effectively. This is the first research on the information literacy skills of visually impaired teachers in Pakistan. Results are useful for planners and experts to integrate IFLA’s E8 model of information literacy into several courses taught at the blind schools in order to enable the disadvantaged community to benefit from the information literacy skills.
The purpose of this paper is to review an information literacy programme offered for undergraduates in a Faculty of Law in Sri Lanka. Constructive Alignment Theory of Biggs (2002) and the Empowering 8® Information Literacy Model were used to design the programme. Effectiveness of the programme was measured by comparing the pre and post test marks of the students, and the feedback of the students and staff. It was determined that by following the programme, the students received declarative knowledge on a variety of tools and techniques required to become successful in an academic environment. Library and faculty members gained first hand insights into the strengths and weaknesses of the information usage of the students and understanding the reasons for the weaknesses so that they could address the issues appropriately. It also determined that, several critical success factors, other than an appropriate curriculum, are essential for an IL programme to thrive. The programme is unique since it is the first evident IL programme designed and delivered in Sri Lanka using an IL model.
Beyond the traditional role of acquiring, organizing, disseminating and preserving information, librarians are called to teach strategies in information retrieval, evaluation and usage. Hence, this article gives an account of a partnership developed between Library and Faculty of Engineering (FoE), University of Moratuwa. This partnership called for an extended role of teaching information literacy skills for new entrants not limiting to the orientation programme. Key words: user education; information literacy, university libraries, library services Journal of the University Librarians Association of Sri Lanka , Vol.13 (Special Issue). 2009 37-52
The purpose of this conceptual paper is to critically review and identify issues in the literature relating to the concept of Information Literacy and how it is being assessed. It provides arguments that the existing information literacy conceptualization and subsequent models do not support the perspective and understanding of information literacy at the workplace, especially in developing countries like Nigeria. Key literature and common models of information literacy are examined to identify the conceptualization of the construct of information literacy and its relevance to practices in the workplace. The paper also argues that existing information literacy models are not inclusive of the theoretical perspective of the person-in-practice workplace information environment and proposes a model that sets the basis for empirical studies on information literacy in the workplace, specifically in developing countries. The proposed model will assist researchers to understand the major components of workplace information literacy and how to assess information literacy of a person in practice at the workplace.
This 10-part resource book contains 54 articles which address topics related to helping students become effective thinkers. The articles are organized under these categories: (1) the need to teach students to think; (2) creating school conditions for thinking; (3) definitions of thinking (including goals for a critical thinking curriculum); (4) a curriculum for thinking; (5) how thinking pervades the curriculum; (6) teacher behaviors that enable student thinking; (7) teaching strategies intended to develop student thinking; (8) programs for teaching thinking (providing criteria for examining any curriculum to enhance intelligent functioning, describing many of the major programs designed to develop the intellect, identifying the audience for whom each program is intended, and distinguishing among the several theoretical and philosophical assumptions on which each is based); (9) computers and thinking; and (10) assessing growth in thinking abilities. Additional articles are presented which provide resources for teaching thinking. Other resources (in 10 appendices) include a glossary of cognitive terminology, questions for system planners, overhead transparency masters, and various checklists and observation forms. (JN)
This report summarizes the findings of a study that was conducted for the National Forum on Information Literacy (NFIL), a group of representatives from 46 national organizations from business, government, and education which share an interest and concern with information literacy. The purpose of this study was to create a comprehensive definition of information literacy and to develop outcome measures for the concept. The National Education Goals of 1990 were used as a framework to demonstrate the critical nature of information literacy for attainment of selected goals. The study employed the Delphi research technique, through which a panel of 56 selected experts were assisted to reach consensus on the definition and the outcomes. This report presents the concise definition of information literacy formulated by the panel--i.e., the ability to access, evaluate, and use information from a variety of sources--as well as a listing of 10 discrete attributes of an information literate person. Of the six National Education Goals of 1990, three that the panel ranked as relevant to the desired outcomes of information literacy are then discussed: (1) all children should start school ready to learn; (2) elementary and secondary school students need to learn how to learn in order to make informed decisions; and (3) adults must be provided with the literacy and other skills necessary for employment and citizenship. It is noted that these goals represent a continuum for lifelong learning, and the panel's recommendations for specific policies at the national, state, and local levels to facilitate these outcomes are listed for each goal. Appendices provide lists of the members of the panel of experts who completed the project, the organizations represented in the study, and the items upon which the panel achieved consensus. (KRN)
The public university system of Sri Lanka faces a number of difficulties. The National Institute of Library and Information Sciences (NILIS) was established affiliated to a university with World Bank aid. However NILIS had to face several problems at the inception and it was almost closed down. The author describes the threats encountered by LIS schools in other countries and the strategies at the macro and micro level, adopted especially by the developed countries, to survive and develop. She further explains different strategies adopted for the survival of NILIS. Expansion in participation with other departments and expansion alone using a variety of innovations take prominence here.
This article seeks a comprehensive approach to information literacy instruction. The author suggests a programmatic solution that ensures that every undergraduate is provided information literacy instruction before graduation. The recommended process anticipates an eventual evolution of the academic library into a bonafide teaching department.
Information Literacy for Lifelong Learning. ERIC Digest
- Vicki E Hancock
Hancock, Vicki E. (1993). Information Literacy for Lifelong Learning. ERIC Digest.
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Empowering students towards a Knowledge Society through a school library development project: a conceptual model for Sri Lanka. IN: School libraries for a knowledge society
- Pradeepa Wijetunge
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School libraries for a knowledge society. Proceedings of the 31 st annual conference of
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Education and Training of Teacher Librarians in Sri Lanka
- Pradeepa Wijetunge
Wijetunge, Pradeepa (2004). Education and Training of Teacher Librarians in Sri Lanka.
Asian Library News. 6(2), pp. 24 -29.