What Academics Really Think about Information Literacy

Autor/inn/en	Stebbing, Deborah; Shelley, Jane; Warnes, Mark; McMaster, Carol
Titel	What Academics Really Think about Information Literacy
Quelle	In: Journal of Information Literacy, 13 (2019) 1, S.21-44 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-5968
Schlagwörter	Information Literacy; College Faculty; Academic Libraries; Librarian Teacher Cooperation; Foreign Countries; Teacher Attitudes; Intellectual Disciplines; Undergraduate Study; Differences; Student Adjustment; United Kingdom + Suchen Sie Ihr Suchwort? Informationskompetenz; Fakultät; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Ausland; Lehrerverhalten; Geisteswissenschaften; Grundstudium; Unterscheiden; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Großbritannien
Abstract	This research project arose from a need to ensure librarians and academics work together to support student information literacy (IL) development, aligned to the Anglia Ruskin University learning and teaching strategy, and specifically to improve librarians' understanding of how academic staff view IL and consider their perceptions and expectations within different disciplines. A literature review found a limited number of studies which considered academics' point of view and few were concerned with discipline (faculty) differences. We took a qualitative approach to this research, using semi-structured interviews with a convenience sample of participants drawn from nursing subjects and business subjects in a post-1992 university in the United Kingdom. The research questions asked about academics' perception of IL, the impact of their discipline on IL and their view of the ideal information literate student. Six key areas of concern emerged around the teaching of IL: students transitioning into higher education, developing evaluation skills, the significance of the undergraduate major project (dissertation) and discipline differences, the information landscape and the perceived need for preparation for IL at work. The article discusses the findings, difficulties surrounding students achieving adequate IL and considerations for future practice in delivering focused IL support. (As Provided).
Anmerkungen	CILIP Information Literacy Group. 7 Ridgmount Street, Bloomsbury, London WC1E 7AE, United Kingdom. e-mail: jinfolit@gmail.com; Web site: https://ojs.lboro.ac.uk/JIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01