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1 – 10 of 32
Article
Publication date: 1 June 2002

Heidi Julien and Stuart Boon

Reports on data collected from an on‐going Social Sciences and Humanities Research Council (SSHRC)‐funded study of information literacy and bibliographic instruction in Canadian…

1559

Abstract

Reports on data collected from an on‐going Social Sciences and Humanities Research Council (SSHRC)‐funded study of information literacy and bibliographic instruction in Canadian academic libraries. The goal of this three‐year study is to identify instructional outcomes and characterize successful instruction from the perspectives of the institutions providing that instruction (particularly the librarian‐ instructors), and the students receiving the instruction. Focuses on the current practices of librarian‐instructors on the front lines of bibliographic instruction in Canada, looking at their experiences, goals, instructional methods and challenges in providing information literacy services. Seeks to fill a gap in our understanding of the circumstances and challenges that face librarians at the beginning of the twenty‐first century, and the attitudes of those librarians towards bibliographic instruction and the changing role of information literacy in Canadian post‐secondary institutions.

Details

Reference Services Review, vol. 30 no. 2
Type: Research Article
ISSN: 0090-7324

Keywords

Content available
Article
Publication date: 22 November 2019

Ina Fourie and Heidi Julien

1342

Abstract

Details

Aslib Journal of Information Management, vol. 71 no. 6
Type: Research Article
ISSN: 2050-3806

Book part
Publication date: 18 July 2013

Heidi Julien, Brian Detlor and Alexander Serenko

This chapter addresses information literacy instruction (ILI) in business schools, where learning outcomes receive considerable emphasis due to accreditation requirements, and…

Abstract

This chapter addresses information literacy instruction (ILI) in business schools, where learning outcomes receive considerable emphasis due to accreditation requirements, and where information literacy outcomes are increasingly being recognized as critical to graduates’ success in the workplace. We report a study examining ILI practices and program components against the background of student demographics and factors in the learning environment. The outcomes of those instructional experiences for students are analyzed, including psychological, behavioral and benefit outcomes. Data were collected via student skills testing; interviews with students, teaching faculty, librarians, and school administrators; and a web survey of students. Taken together, the results convincingly demonstrate that ILI is a complex undertaking with diverse perceived outcomes. Some success is evident, and verifiable outcomes include increased student self-efficacy; positive perceptions of libraries, librarians, and online library resources; improved and increased use of librarians and online library resources; and increased efficiency and effectiveness of conducting information research. The results demonstrate the value of pedagogical approaches such as active learning, just-in-time instruction, and integration of information literacy instruction with course curricula, as well as the importance of marketing efforts to manage students’ expectations of instructional benefits. Although instruction remains uneven and complex due to divergent expectations and assumptions by different stakeholders (students, librarians, and administrators), successful learning outcomes are possible.

Details

Developing People’s Information Capabilities: Fostering Information Literacy in Educational, Workplace and Community Contexts
Type: Book
ISBN: 978-1-78190-766-5

Keywords

Article
Publication date: 11 March 2014

Ina Fourie and Heidi Julien

A previous contribution argues in favour of a balance in emphasis between information communication technology (ICT); information retrieval systems (IRS) such as databases…

Abstract

Purpose

A previous contribution argues in favour of a balance in emphasis between information communication technology (ICT); information retrieval systems (IRS) such as databases, library catalogues, repositories, Google Scholar, digital libraries, portals, search engines; and the users of these systems. This contribution aims to pursue the need to consider affect and an affective paradigm more prominently in the design, evaluation, promotion and use of IRS and library and information services (LIS).

Design/methodology/approach

The contribution is written against the background of research in information behaviour, user studies, systems design, and information literacy.

Findings

Although the literature from LIS and other disciplines notes an affective paradigm or even paradigms, it is not strongly positioned compared with the systems and cognitive paradigms. A growing body of research and work practices such as information representation and tagging, and information skills training, is taking a slant towards affect and emotion. The question, however, is whether current work is sufficient to argue for an affective paradigm complementary to the systems, cognitive and socio-cognitive paradigms, and how an affective paradigm should be introduced in training/education for LIS.

Originality/value

Although there are a number of publications on affect and emotion, and references to an affective paradigm, this contribution is aimed at stimulating thought on whether we should prominently introduce the affective paradigm into LIS curricula as preparation for adding more value to IRS, library services, and in dealing with emotion-laden jobs, and if so, how.

Article
Publication date: 16 October 2009

Heidi Julien and Shelagh K. Genuis

Library staff are experiencing increased work role complexity as they move from being service providers towards greater instructional roles, providing bibliographic instruction…

3114

Abstract

Purpose

Library staff are experiencing increased work role complexity as they move from being service providers towards greater instructional roles, providing bibliographic instruction, user education, and information literacy instruction. The purpose of this paper is to explore how library staff relate to their instructional roles and the implications of those self‐understandings for instructional outcomes.

Design/methodology/approach

Data collected from qualitative interviews with library staff in Canadian academic and public libraries and diary entries written over a three‐month period were analyzed using NVivo software and an open‐coding, grounded‐theory approach. The study took a phenomenological perspective and was influenced by constructivist sociological role theory.

Findings

Data analysis revealed the central place of affect in the experiences of librarians engaged in instructional work, and brought focus to the relational aspects of this work and the affective impact of visibility/invisibility of instructional outcomes. A prominent theme was the expression of “emotional labour”; participants used a variety of methods to manage this occupational stressor as they experienced it within the context of instructional work.

Practical implications

Individuals and organizations will benefit from considering the influence of affect on library staff. Those who educate librarians should seek to improve understanding of affect and its impact on instruction; organizations will benefit from addressing the emotional labour performed as a part of the teaching role.

Originality/value

The study draws attention to the affective experiences of library staff. This is the first research article in the LIS literature to explore emotional labour as it relates to librarians.

Details

Journal of Documentation, vol. 65 no. 6
Type: Research Article
ISSN: 0022-0418

Keywords

Article
Publication date: 1 August 1999

Heidi Julien

This article issues a challenge to information service providers and to researchers in information management to reflect on the ways the concept of ‘users’ has been constructed…

537

Abstract

This article issues a challenge to information service providers and to researchers in information management to reflect on the ways the concept of ‘users’ has been constructed and applied. It is argued that we need to be mindful of the conceptual parameters we establish by our notions of users and the implications of those parameters as these inform our attitudes and endeavours. Alternate labels are considered but found wanting. Thus, the author puts out a call for a worthy replacement that can enlarge the scope of our understanding and help us to reconstruct our thinking.

Details

Aslib Proceedings, vol. 51 no. 6
Type: Research Article
ISSN: 0001-253X

Keywords

Article
Publication date: 15 August 2008

Ursula Trescases

The aims of this paper is to provide an overview on information literacy/library programs for first‐year students in Canadian universities and colleges.

1225

Abstract

Purpose

The aims of this paper is to provide an overview on information literacy/library programs for first‐year students in Canadian universities and colleges.

Design/methodology/approach

The paper introduces and discusses periodical articles, monographs and up‐to‐date research on the subject. It presents anecdotal evidence gained from web site searches of 169 Canadian post‐secondary institutions complemented by personal communications from library and student services staff.

Findings

The study provides information about several types of library services for first‐year students currently in use in Canadian academic libraries.

Originality/value

There is no evidence of research in the area of library services for first‐year college and university students in Canada. This paper complements research on information literacy/library programs offered through academic libraries in other countries by focusing solely on first‐year student initiatives in Canadian academic libraries.

Details

Reference Services Review, vol. 36 no. 3
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 10 October 2016

Olof Sundin and Hanna Carlsson

This paper investigates the experiences of school teachers of supporting pupils and their apprehensions of how pupils search and assess information when search engines have become…

1588

Abstract

Purpose

This paper investigates the experiences of school teachers of supporting pupils and their apprehensions of how pupils search and assess information when search engines have become a technology of literacy in schools. By situating technologies of literacy as sociomaterial the purpose of this paper is to analyse and discuss these experiences and understandings in order to challenge dominant views of search in information literacy research.

Design/methodology/approach

Six focus group interviews with in total 39 teachers working at four different elementary and secondary schools were conducted in the autumn of 2014. Analysis was done using a sociomaterial perspective, which provides tools for understanding how pupils and teachers interact with and are demanded to translate their interest to technologies of literacy, in this case search engines, such as Google.

Findings

The teachers expressed difficulties of conceptualizing search as something they could teach. When they did, search was most often identified as a practical skill. A critical perspective on search, recognizing the role of Google as a dominant part of the information infrastructure and a co-constructor of what there is to know was largely lacking. As a consequence of this neglected responsibility of teaching search, critical assessment of online information was conflated with Google’s relevance ranking.

Originality/value

The study develops a critical understanding of the role of searching and search engines as technologies of literacy in relation to critical assessment in schools. This is of value for information literacy training.

Details

Journal of Documentation, vol. 72 no. 6
Type: Research Article
ISSN: 0022-0418

Keywords

Book part
Publication date: 1 September 2014

Mark Hepworth and Geoff Walton

This chapter gives a general overview of the book, indicates the rich diversity of information literacy (IL) and information behaviour (IB) work carried out and is organised into…

Abstract

This chapter gives a general overview of the book, indicates the rich diversity of information literacy (IL) and information behaviour (IB) work carried out and is organised into four broad areas moving from the strategic to the highly contextualised. The four areas are specifically: strategic view; delivering information literacy education; the link between university and work; beyond higher education. The approach for each chapter is summarised. This chapter also examines the inter-related nature of the concepts of information literacy and information behaviour. It shows how these ideas are contextualised, theorised and researched. The authors argue that far from being conflicting approaches to the same problem of information capability, they are, in fact, complementary. Though these are epistemologically different both have much to offer in terms of explanation and also as tools for fostering information capability. The history of information literacy and information behaviour is overviewed and their inter-relation explored. It is argued that information literacy can be viewed as the practitioners’ model for delivering information capability whilst information behaviour, being more research focussed, explains it. A diagram is presented at the end of the chapter which helps to highlight and summarise the distinctions and similarities between IB and IL research.

Details

Developing People’s Information Capabilities: Fostering Information Literacy in Educational, Workplace and Community Contexts
Type: Book
ISBN: 978-1-78190-766-5

Keywords

Article
Publication date: 9 January 2017

Raj Kumar Bhardwaj

This paper aims to map information literacy literature in social sciences and humanities published during the period of 2001-2012.

1045

Abstract

Purpose

This paper aims to map information literacy literature in social sciences and humanities published during the period of 2001-2012.

Design/methodology/approach

The data for the study are obtained from Scopus, accessible at www.scopus.com. Study used the Transformative Activity Index (TAI) and relative citation impact (RCI) to know the impact of most productive countries and prolific institutions. The SCImago Journal and Country Rank accessible at www.scimagojr.com/ was used to determine the SCImago Journal Rank and source normalized impact per paper.

Findings

The study found that 1990 documents originating from 79 countries were published in this study area. These papers are published in 160 journals with an average ∼12.51 papers per journal. These papers have been cited 10,025 times with ∼5.0. average citations per publication. Study also found that information literacy literature is published in 16 languages and the majority of the papers are in English, 1,879 (94.4 per cent). The highest growth of publications (106.7 per cent) was found in 2005. The USA contributed the highest number, 1,035 (52 per cent) papers. Moreover, of the 15 most productive countries, three recorded TAIs >100, and 12 countries recorded TAIs <100. In all, 160 institutions worldwide have contributed in information literacy research. Study also found that maximum literature published on the subject by a single author is 828 (41.6 per cent). Universidad de Granada, Granada, Spain has produced the highest number of papers (24, or 1.2 per cent) and received 61 (0.6 per cent) citations, while University of Strathclyde has the highest RCI (∼2.7) for its publications. Pintos, María from Universidad de Granada has published the maximum number of papers (18) that have been cited 78 times.

Social implications

The study endeavors to showcase information literacy research outcomes in social sciences and humanities. It involves quantitative analysis of the literature in this domain using bibliographic elements such as keywords, authors, affiliation, publication and citations.

Originality/value

No study has been conducted so far to map the information literacy literature in social sciences and humanities. Study will be useful in understanding the progress on information literacy in the area of social sciences and humanities. The study is significant for social scientists to foster further research in this emerging area.

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