Stefan Dreisiebner and Christian Schlögl
The purpose of this paper is to uncover similarities and differences among emphasized information literacy (IL) skills for the disciplines of political- and social sciences…
Abstract
Purpose
The purpose of this paper is to uncover similarities and differences among emphasized information literacy (IL) skills for the disciplines of political- and social sciences, economics, educational sciences, law sciences, mathematics, life sciences, history and German studies, based on an analysis of IL teaching materials.
Design/methodology/approach
Eight issues of the German language publication series Erfolgreich recherchieren (Succesful Research Strategies) are compared by using a structuring content analysis. The category system is based on the IL standards and performance indicators of the Association of College and Research Libraries (2000), extended with additional categories.
Findings
The results, first, suggest that the biggest similarities and differences among the disciplines are found concerning the determination of the nature and extent of the needed information, especially in the area of identifying potential sources of information. Second, some of the disciplines focus more on international sources, whereas others focus on country- and language-specific sources. Third, the criteria to define the appropriate retrieval system differ among the various disciplines. Fourth, approaches to narrow the search results differ among the various disciplines. Fifth, the critical evaluation of sources is addressed in all disciplines but relates to different contexts.
Research limitations/implications
This approach only addresses one book per discipline out of a German language book series. Further research is needed.
Originality/value
This paper is unique in its approach and one of few papers on disciplinary differences in IL perception.
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Stefan Dreisiebner, Anna Katharina Polzer, Lyn Robinson, Paul Libbrecht, Juan-José Boté-Vericad, Cristóbal Urbano, Thomas Mandl, Polona Vilar, Maja Žumer, Mate Juric, Franjo Pehar and Ivanka Stričević
The purpose of this paper is to demonstrate the rationale, technical framework, content creation workflow and evaluation for a multilingual massive open online course (MOOC) to…
Abstract
Purpose
The purpose of this paper is to demonstrate the rationale, technical framework, content creation workflow and evaluation for a multilingual massive open online course (MOOC) to facilitate information literacy (IL) considering cultural aspects.
Design/methodology/approach
A good practice analysis built the basis for the technical and content framework. The evaluation approach consisted of three phases: first, the students were asked to fill out a short self-assessment questionnaire and a shortened adapted version of a standardized IL test. Second, they completed the full version of the IL MOOC. Third, they were asked to fill out the full version of a standardized IL test and a user experience questionnaire.
Findings
The results show that first the designed workflow was suitable in practice and led to the implementation of a full-grown MOOC. Second, the implementation itself provides implications for future projects developing multilingual educational resources. Third, the evaluation results show that participants achieved significantly higher results in a standardized IL test after attending the MOOC as mandatory coursework. Variations between the different student groups in the participating countries were observed. Fourth, self-motivation to complete the MOOC showed to be a challenge for students asked to attend the MOOC as nonmandatory out-of-classroom task. It seems that multilingual facilitation alone is not sufficient to increase active MOOC participation.
Originality/value
This paper presents an innovative approach of developing multilingual IL teaching resources and is one of the first works to evaluate the impact of an IL MOOC on learners' experience and learning outcomes in an international evaluation study.
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Stefan Dreisiebner, Sophie März and Thomas Mandl
The purpose of this study is to explore the impact of the Covid-19 crisis at the level of individual information behavior among citizens from the German-speaking countries…
Abstract
Purpose
The purpose of this study is to explore the impact of the Covid-19 crisis at the level of individual information behavior among citizens from the German-speaking countries, Austria, Germany and Switzerland.
Design/methodology/approach
An online survey was conducted among 308 participants gathered through convenience sampling in April and May 2020, focusing on how citizens changed their mix and usage intensity of information sources and according to which criteria they chose them during the Covid-19 crisis. A Wilcoxon signed-rank test was used for testing central tendencies. Effect sizes were considered to support the interpretation.
Findings
The results show first that the Covid-19 crisis has led to an increased demand for reliable information. This goes alongside a significant increased use of public broadcasting, newspapers and information provided by public organizations. Second, the majority (84%) of the participants reported being satisfied with the information supply during the Covid-19 crisis. Participants who were less satisfied with the information supply used reliable sources significantly less frequently, specifically public television, national newspapers and information provided by public organizations. Third, the amount of Covid-19-related information led some participants to a feeling of information overload, which resulted in a reduction of information seeking and media use.
Originality/value
This paper is one of the first to analyze changes of information behavior patterns of individuals during crises in the current information environment, considering the diversity of resources used by individuals.
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This paper aims to uncover the current status of information literacy (IL) instruction through massive open online courses (MOOCs), comparing the content and instructional design…
Abstract
Purpose
This paper aims to uncover the current status of information literacy (IL) instruction through massive open online courses (MOOCs), comparing the content and instructional design of existing offers and showing avenues for future MOOCs.
Design/methodology/approach
An extensive search for existing MOOCs on IL revealed 11 offers that are available for analysis. A content analysis is conducted to compare their content and instructional design. The category system is based on the IL standards and performance indicators of the Association of College and Research Libraries (2000), which has been supplemented with additional categories and an evaluation grid for MOOCs.
Findings
The results suggest first, that the topics covered by IL MOOCs differ widely. While some of the MOOCs mainly reflect the performance indicators suggested by the ACRL standards on IL from 2000, some other MOOCs focus on completely different topics such as fake news or internet security. Second, they show that MOOCs on IL tend not to emphasize subject-specific and country- or culture-specific contexts. Third, it shows that input-based teaching approaches dominate, while collaborative and interactive activities are only rarely used. Fourth, they allow drawing a possible connection between student engagement and design of the learning contents.
Research limitations/implications
This work reflects the current status of IL facilitation through MOOCs. Further research is needed.
Practical implications
The results confirm that MOOCs are a promising approach for developing IL skills and provide avenues for future MOOC projects, especially on IL.
Originality/value
This paper is one of few works to discuss IL facilitation through MOOCs.