Tania Yordanova Todorova, Serap Kurbanoglu, Joumana Boustany, Güleda Dogan, Laura Saunders, Aleksandra Horvat, Ana Lúcia Terra, Ane Landøy, Angela Repanovici, Chris Morrison, Egbert J. Sanchez Vanderkast, Jane Secker, Jurgita Rudzioniene, Terttu Kortelainen and Tibor Koltay
The purpose of this paper is to present findings from a multinational survey on copyright literacy of specialists from libraries and other cultural institutions.
Abstract
Purpose
The purpose of this paper is to present findings from a multinational survey on copyright literacy of specialists from libraries and other cultural institutions.
Design/methodology/approach
This paper is based on a multinational survey of copyright literacy competencies of Library and Information Science (LIS) professionals and those who work in the cultural heritage sector (archives and museums), conducted in 13 countries, namely Bulgaria (BG), Croatia (CR), Finland (FI), France (FR), Hungary (HU), Lithuania (LT), Mexico (MX), Norway (NO), Portugal (PT), Romania (RO), Turkey (TR), UK and USA in the period July 2013-March 2015. An online survey instrument was developed in order to collect data from professionals regarding their familiarity with, knowledge and awareness of, and opinions on copyright-related issues.
Findings
Findings of this study highlight gaps in existing knowledge of copyright, and information about the level of copyright literacy of LIS and cultural sector professionals. Also attitudes toward copyright learning content in academic education and continuing professional development training programs are investigated.
Originality/value
This study aimed to address a gap in the literature by encompassing specialists from the cultural institutions in an international comparative context. The paper offers guidance for further understanding of copyright in a wider framework of digital and information literacy; and for the implementation of copyright policy, and the establishment of copyright advisor positions in cultural institutions. The recommendations support a revision of academic and continuing education programs learning curriculum and methods.
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Diane Mizrachi, Alicia M. Salaz, Serap Kurbanoglu and Joumana Boustany
This paper presents the complete findings from the Academic Reading Format International Study (ARFIS), the world's largest study of tertiary students' format preferences and…
Abstract
Purpose
This paper presents the complete findings from the Academic Reading Format International Study (ARFIS), the world's largest study of tertiary students' format preferences and behaviors. The analysis of ARFIS proceeded in two stages. This paper reveals results from the second stage for the first time and compares them with the earlier results. The authors then present and discuss the results from the combined datasets of 21,266 students in 33 countries.
Design/methodology/approach
A total of 44 members in the ARFIS research team distributed an online survey composed of 22 Likert-style, multiple choice and open-ended questions to tertiary students on their format preferences and behaviors. Inferential statistical analysis was used on participant responses, and descriptive statistics analysis was used on the combined amalgamated dataset.
Findings
Majorities of students in all countries consistently show preference for reading their academic texts in print. However, variations of preferences do occur between countries. Overall, the language of a reading does not affect reading format preferences, but national scores on this question are greatly diverse.
Originality/value
ARFIS is the largest study of its kind created through a collaboration of researchers in countries on six continents, collecting data in more than 20 languages. The sample size, rigorous statistical analysis and consistency of results strengthen the reliability of the findings. Analysis of the first dataset has received widespread recognition, but this paper is the first to publish the second dataset and the complete amalgamated results.
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S. Serap Kurbanoglu, Buket Akkoyunlu and Aysun Umay
The main aim of this paper is to describe the development of a scale designed to measure self‐efficacy for information literacy.
Abstract
Purpose
The main aim of this paper is to describe the development of a scale designed to measure self‐efficacy for information literacy.
Design/methodology/approach
Cronbach's alpha, item analysis and item discrimination indices, principal component analysis, varimax rotation, and discriminant validity were used to measure reliability and validity of the scale. A 28‐item refined version of the scale was found highly reliable and of reasonable length.
Findings
Further refinement based on principal component analysis indicated three major components, which allow approaching information literacy skills regarding to their complexity levels.
Originality/value
The information literacy self‐efficacy scale is recommended to identify individuals with low self‐efficacy beliefs, which may be a significantly limiting factor for them to explore their information literacy skills.
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Keywords
This paper is primarily concerned with self‐efficacy in the context of information literacy. The focus is first on the concept of self‐efficacy, followed by attainment of…
Abstract
This paper is primarily concerned with self‐efficacy in the context of information literacy. The focus is first on the concept of self‐efficacy, followed by attainment of self‐efficacy beliefs. Finally, findings of the research, the aim of which was to explore students’ (who enrolled in the Department of Information Management, Hacettepe University, Ankara, Turkey) perceived self‐efficacy for information and computer literacy, are scrutinized. Results of the research indicate no significant year‐to‐year changes, although the students have a positive perceived self‐efficacy for information literacy. Students’ self‐efficacy beliefs regarding information literacy and computers are correlated.
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Peter Stokes and Christine Urquhart
The aim of this paper is to profile the information seeking behaviour of nursing students, according to learning style, personality and self‐efficacy in information literacy. Such…
Abstract
Purpose
The aim of this paper is to profile the information seeking behaviour of nursing students, according to learning style, personality and self‐efficacy in information literacy. Such profiles should help students to reflect on their information seeking, and should help librarians in designing information literacy programmes that are targeted to student needs.
Design/methodology/approach
A questionnaire using existing validated scales for learning styles, personality, and information literacy self‐efficacy was developed. The information seeking portion was based on an information behaviour model with core processes (opening, orientation and consolidation) and corresponding micro‐processes. The questionnaire was administered to nursing students (n=261, response rate 74 per cent, 194/261) at one UK university.
Findings
Neither information literacy self‐efficacy, nor learning style on their own appeared to change as students progressed. There is a significant association between learning style and self‐efficacy. There appears to be some associations between personality and learning style, and between personality, learning style and preferred information seeking processes. Odds ratios analyses were used to help in preliminary development of profiles. Students with a higher degree of confidence about their information literacy are more likely to: think about their search; work out strategies; and build and adapt their searches. Deep learners take a broad, exploratory approach to searching and score highest for the openness personality trait; whilst strategic learners think about their search, adapt as they progress and score highest for conscientiousness and emotional stability. Surface learners do less planning. Additionally, personality traits (which are essentially stable over time) are positively or negatively associated with various aspects of information seeking.
Research limitations/implications
The sample size limits the extent of statistical analyses and possible generalizations. The planned qualitative research may help in confirmation of the information seeking profiles.
Originality/value
The research extends existing research evidence on the impact of personality and learning style on student information behaviour by including an information literacy scale and information seeking micro‐processes.
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Shahrokh Nikou, Mark De Reuver and Matin Mahboob Kanafi
Information and digital literacy have recently received much interest, and they are being viewed as critical strategic organisational resources and skills that employees need to…
Abstract
Purpose
Information and digital literacy have recently received much interest, and they are being viewed as critical strategic organisational resources and skills that employees need to obtain in order to function at their workplaces. Yet, the role of employees' literacy seems to be neglected in current literature. This paper aims to explore the roles that information and digital literacy play on the employees' perception in relation to usefulness and ease of use of digital technologies and consequently their intention to use technology in the practices they perform at the workplace.
Design/methodology/approach
This paper builds a conceptual model with key constructs (information literacy and digital literacy) as new antecedents to the technology acceptance model and aims to establish that information literacy and digital literacy are indirect determinants of employees' intention to use digital technologies at the workplace. The data set used in this paper comprises of 121 respondents and structural equation modelling was used.
Findings
The findings reveal that both information literacy and digital literacy have a direct impact on perceived ease of use of technology but not on the perceive usefulness. The findings also show that both literacies have an indirect impact on the intention to use digital technology at work via attitude towards use.
Practical implications
Managers and decision-makers should pay close attention to the literacy levels of their staff. Because literacies are such an important skillset in the digital age, managers and chief information officers may want to start by identifying which work groups or individuals require literacy training and instruction, and then provide specific and relevant training or literacy interventions to help those who lack sufficient literacy.
Originality/value
This is one of the first studies to consider information literacy and digital literacy as new antecedents of the technology acceptance model at the workplace environment.
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Fazla Alahi and Shamima Yesmin
Information literacy (IL) is crucial in academia, encompassing the ability to effectively find, assess, ethically use and disseminate information. The purpose of this study was to…
Abstract
Purpose
Information literacy (IL) is crucial in academia, encompassing the ability to effectively find, assess, ethically use and disseminate information. The purpose of this study was to investigate the impact of IL on students’ research competency at Noakhali Science and Technology University (NSTU), Bangladesh. The research also aimed to understand the current trends in conducting students’ research at NSTU, to what extent they got research support from supervisors, and highlight the necessity of a research literacy course as a prerequisite before going to the real world.
Design/methodology/approach
This study used a mixed-method strategy. As part of quantitative data collection, the population was the research level students (honors final year and masters level), and an estimated 225 respondents of NSTU were surveyed using a convenience sampling technique. Qualitative data was accumulated through interviews with faculty members of 2 institutes and 31 departments at NSTU (a representative from each department) and an interview with the university librarian. Quantitative data were analyzed using SPSS software and qualitative data using thematic codes as well as text.
Findings
Results showed that students are aware of diverse information and research literacy aspects. Although almost all the departments contain research methodology-related courses, the contents vary; due to time limitations, it is hard to provide hands-on training to thesis students in every stage of research, from research idea formulation, research design, data analysis, interpretation and ethical use of information to dissemination of research output. This study found a positive correlation between students’ IL with research competency. As there is no prerequisite course in the university curriculum before conducting practical research, therefore, this study proposed a course “Information and Research Literacy” to support novice researchers.
Practical implications
The importance of IL in higher education and its influence on research activities is gaining attention. This research output might be crucial for university authorities to initiate training programs for thesis students to impart IL training. This research would be a worthwhile contribution to the research output of tertiary academic institutions.
Originality/value
IL in academia is not a new area of research. However, research attempts to show the relation between IL effects on students’ research competency are new in nature.
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Tariq Rasheed and Shamshad Ahmed
The primary purpose of this study was to check the online information retrieval self-efficacy among library professionals in predicting the satisfaction of patrons within…
Abstract
Purpose
The primary purpose of this study was to check the online information retrieval self-efficacy among library professionals in predicting the satisfaction of patrons within universities’ libraries.
Design/methodology/approach
The study was grounded on Bandura four sources of self-efficacy, encompassing mastery experience, vicarious experience, social persuasion and physiological states. To accomplish this, a meticulously designed questionnaire was administered to collect data from library professionals employed in universities libraries recognized by the Higher Education Commission in Punjab and capital city of Pakistan (Islamabad). Following by the validation of assumptions, researchers conducted a multiple linear regression test to predict the outcomes of the dependent variable by using the independents variables. Additionally, a comparative evaluation was carried out among all the independent variables to determine their respective contributions to satisfaction of library patrons.
Findings
The results emphasized the distinct and substantial significance of three variables, physiological states, social feedback and mastery experience in predicting the satisfaction of library patrons. Nevertheless, vicarious experience did not demonstrate a significant influence on the satisfaction of library patrons. Furthermore, influence of physiological states on the improvement of library patrons’ satisfaction was relatively higher compared to other three self-efficacy sources. In conclusion, research established the essential role of online information retrieval self-efficacy in enhancing the satisfaction of library patrons.
Practical implications
The findings of the study can form a solid basis for devising academic programs to train the library professionals for effective utilization of various information systems and databases. These programs play an important role in improving the self-efficacy of library professionals, ultimately refining their skills in online information retrieval.
Originality/value
In essence, this study provides insights into the factors which are pivotal in effective information searching process, ultimately leading to increase the satisfaction level of library patrons which has not been previously researched in Pakistan as well as the world context. Moreover, the study significance lies in contribute to academic discourse, its potential to transform and promote the library services and as well as empower library professionals in delivering the satisfying and efficient experience for library patrons in the current digital age.