A Conceptual Framework for Best Practices in Information Literacy Instruction Based on Stakeholders' Perceptions: A Case Study of Four Vietnamese Academic Libraries

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Autor/in	Diep, Kim Chi
Titel	A Conceptual Framework for Best Practices in Information Literacy Instruction Based on Stakeholders' Perceptions: A Case Study of Four Vietnamese Academic Libraries
Quelle	(2011), (554 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Hawai'i at Manoa
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1248-7203-2
Schlagwörter	Hochschulschrift; Dissertation; Feedback (Response); Learning Theories; Information Needs; Teacher Role; Change Agents; Objective Tests; Rote Learning; Cooperation; Library Instruction; Campuses; Case Studies; Models; Best Practices; Information Literacy; Literacy Education; Foreign Countries; Academic Libraries; Higher Education; Memorization; Problem Solving; Critical Thinking; College Credits; Research Libraries; Lecture Method; Workshops; Outcomes of Education; Librarian Teacher Cooperation; Librarians; Learning Modules; Vietnam + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Learning theory; Lerntheorie; Information need; Informationsbedürfnis; Lehrerrolle; Objektiver Test; Mechanisches Lernen; Co-operation; Kooperation; Bibliotheksverzeichnis; Case study; Fallstudie; Case Study; Analogiemodell; Informationskompetenz; Ausland; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Hochschulbildung; Hochschulsystem; Hochschulwesen; Gedächtnistraining; Problemlösen; Kritisches Denken; Achievement; Performance; Anrechnung; Leistung; Lernwerkstatt; Schulung; Lernleistung; Schulerfolg; Librarian; Bibliothekar; Bibliothekarin; Learning module; Lernmodul
Abstract	Information Literacy (IL) competencies are defined as "the ability to locate, evaluate, and use information effectively" and are considered essential for students in their academic lives and future careers (ALA, 1989). IL plays an important role in developing critical thinking and problem solving skills, and improving academic achievement through active learning, information problem solving, and evaluation of information. In Vietnam, the focus on developing student IL skills has recently received the attention of academic libraries. Vietnamese higher education has been influenced by a tightly structured subject-based model in which pedagogy relies on rote memorization and objective testing, rather than problem solving and critical thinking (Kelly, 2000). The recent shift to and implementation of a credit system requires critical changes in the curriculum and in teacher roles (Zjhra, 2008). This case study explored the perceptions of stakeholders about the development and delivery of information literacy instruction (ILI) to students at four universities, identified perceived challenges of including IL as a credit course in the curriculum, and resulted in a conceptual framework of best practices based on the findings. Constructs from change theory, learning theory, leadership theory and collaboration theory served as lenses to interpret the results. The findings showed that IL is primarily a concern of librarians and has not yet had an impact on Vietnamese campus culture. IL activities at these four university libraries mostly take the form of lectures, workshops, and modules on basic IL skills designed and delivered by instruction librarians, and attended at the discretion of students. Few ILI activities are subject discipline-related and target the information needs of students in a particular area. Assessment has been formative and provides minimal feedback to students and instruction librarians. Respondents reported challenges of including ILI as a credit course in the curriculum, including the impact of the credit system, the lasting impact of teacher-centered instruction and rote learning, misperceptions of stakeholders about the effect of IL on student learning outcomes (SLO), degree of support of academic stakeholders, degree of faculty-librarian collaboration, and scarcity of resources. The study provides ample evidence that all stakeholder groups recognize the value of ILI and support progress in the area. IL practitioners and researchers argue that instruction librarians and library administrators should be leaders in IL initiatives, and act as change agents through disseminating the mission and values of IL to the campus community. The creation of the best practice framework comes at a propitious time for Vietnam when the government's IT initiative, learner-centered instruction reform, a credit system, and the assessment of SLOs have become of interest to those in the educational field, ranging from ministerial leaders and campus leaders to faculty, librarians and other constituencies. What makes this study unique is, for the first time a framework of best practices of ILI for academic libraries in Vietnam was developed by synthesizing perceptions of campus stakeholders and key components of ILI that have been reviewed in the Western literature, and scarcely discussed in the literature from Vietnam. Another unique aspect is the data touch many facets of ILI and involves all related stakeholders on campus including library administrators, instruction librarians, discipline faculty, and students. A key contribution of this research is to provide a best practice framework that validates the body of literature on IL in the West showing that no matter what one's social, cultural, or educational background, the IL-related concepts are universally agreed upon and relevant to developing critical thinking about information. This study has the potential to provide crucial information to library administrators and librarians in academic libraries in Vietnam and to provide a better understanding of the potential for and challenges of implementing ILI programs. In addition, the findings will be useful for decision makers in colleges and universities in issuing appropriate policies related to the adoption and implementation of IL in the academic environment in Vietnam. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10