Search results
1 – 10 of over 1000The purpose of this paper is to make visible the field's propensity to center whiteness even in engaging inclusive practices in information literacy classrooms. This paper offers…
Abstract
Purpose
The purpose of this paper is to make visible the field's propensity to center whiteness even in engaging inclusive practices in information literacy classrooms. This paper offers abolitionist pedagogy as a means to understand and address these concerns.
Design/methodology/approach
This paper uses interdisciplinary research methods in the fields of education, library science, feminist studies, Black studies and abolition studies to examine and provide an analysis of current information literacy practices by using abolitionist pedagogy to articulate how it is possible to expand information literacy instruction practices.
Findings
Current information literacy practices and methods that seek to create inclusive learning environments for racialized and minoritized learners rely on a set of institutionalized practices such as critical information literacy and culturally sustaining pedagogies. An examination of these practices through an abolitionist pedagogical lens reveals how the field has engaged in reductive and uncritical engagement with these methods despite employing them to create inclusive spaces. Using abolitionist pedagogy as a lens, this critical essay examines the field's foundations in whiteness and illustrates pathways for transformative educational justice.
Originality/value
There has been much work on inclusive teaching practices that discusses challenging information literacy structures' reliance on dominant culture.? To date, there has been little to no scholarship on how information literacy practices could engage in abolitionist pedagogical praxis.
Details
Keywords
This article advocates that privacy literacy research and praxis mobilize people toward changing the technological and social conditions that discipline subjects toward advancing…
Abstract
Purpose
This article advocates that privacy literacy research and praxis mobilize people toward changing the technological and social conditions that discipline subjects toward advancing institutional, rather than community, goals.
Design/methodology/approach
This article analyzes theory and prior work on datafication, privacy, data literacy, privacy literacy and critical literacy to provide a vision for future privacy literacy research and praxis.
Findings
This article (1) explains why privacy is a valuable rallying point around which people can resist datafication, (2) locates privacy literacy within data literacy, (3) identifies three ways that current research and praxis have conceptualized privacy literacy (i.e. as knowledge, as a process of critical thinking and as a practice of enacting information flows) and offers a shared purpose to animate privacy literacy research and praxis toward social change and (4) explains how critical literacy can help privacy literacy scholars and practitioners orient their research and praxis toward changing the conditions that create privacy concerns.
Originality/value
This article uniquely synthesizes existing scholarship on data literacy, privacy literacy and critical literacy to provide a vision for how privacy literacy research and praxis can go beyond improving individual understanding and toward enacting social change.
Details
Keywords
Florence Lunkuse, John C. Munene, Joseph M. Ntayi, Arthur Sserwanga and James Kagaari
This study aims to examine the relationship between tool adoption and information literacy within smallholder farmers (SHFs).
Abstract
Purpose
This study aims to examine the relationship between tool adoption and information literacy within smallholder farmers (SHFs).
Design/methodology/approach
A structured questionnaire was used to gather data for this quantitative study from 225 SHFs. Structural equation modelling was done to test the hypotheses.
Findings
The findings established that tool adoption dimensions (Information and communication technologies (ICT) acceptance, language use and information culture) positively and significantly influenced information literacy. Information culture had the strongest impact.
Research limitations/implications
The study enriches the situated learning theory (SLT) literature by introducing tool adoption as a predictor of information literacy in a new context of SHFs. Use of tools as independent variables is a positive deviation from previous studies that have used them as mediating variables. Despite the contributions, the cross-sectional design study undermines the ability to solicit more detailed perspectives from the lived in experience of the respondents.
Practical implications
Managers should promote usage of context-specific tools like local radio stations and mobile phones, but also use language tailored to farmer contexts when disseminating information. Policymakers should leverage on social and cultural settings when designing information interventions.
Social implications
The study highlights critical factors that significantly promote information use for improved productivity for SHFs, cumulatively increasing the country’s gross domestic product (GDP). Socially, findings may reduce on their poverty levels of farmers.
Originality/value
This study offers a novel perspective in information literacy domain by using the SLT to delineate contextual tools that are paramount in predicting of information literacy in an under research informal context of SHFs.
Details
Keywords
Sarah E. Brown and Kari D. Weaver
To illuminate the experience of working with students using the innovative pedagogical approach of dramaturgy, this pedagogy can more effectively address systemic bias within…
Abstract
Purpose
To illuminate the experience of working with students using the innovative pedagogical approach of dramaturgy, this pedagogy can more effectively address systemic bias within academia.
Design/methodology/approach
This paper is rooted in dramaturgical theory which suggests that how a person's identity or background is being constantly reshaped by their interactions with one another and the world around them. Within a classroom setting, it applies to contexts where group activities have a required performative aspect.
Findings
The authors found that taking a dramaturgical approach can be a very effective active learning technique within a one-shot information literacy instruction context.
Originality/value
Creative approaches to information literacy instruction often remain untried, and the combination of this work and the consideration of dramaturgical theory within the framework of inclusive pedagogy is a distinct contribution to the field.
Details
Keywords
This paper engages multidisciplinary perspectives on truth, authority, expertise and belief to unpack and better understand the underlying epistemology and implications of the…
Abstract
Purpose
This paper engages multidisciplinary perspectives on truth, authority, expertise and belief to unpack and better understand the underlying epistemology and implications of the ACRL Frame “authority is constructed and contextual.”
Design/methodology/approach
Following an overview of the issues confronting us in a “post-truth world,” the paper reviews critiques of the ACRL Frame “authority is constructed and contextual” and examines the related concepts of truth, authority, expertise and belief from multidisciplinary perspectives.
Findings
While the Frame acknowledges the limitations and biases of current scholarly publishing and implicitly supports social justice, it runs the danger of promoting relativism and is ambiguous regarding the relationships between expertise and authority. The critical concepts of truth and belief are conspicuously absent. Engaging a critical discussion and understanding of these concepts is a valuable contribution to information literacy.
Originality/value
This paper offers an important and accessible analysis of the frame “authority is constructed and contextual” and its underlying concepts. It moves beyond the library literature to include multidisciplinary perspectives and will require the engagement of the wider library community to promote discussion of the underlying epistemology and links between the construction of authority and truth, expertise and belief. In particular, the discussion of the construction of belief and the difference between judgments of fact and judgments of value offers important additions to the library literature.
Details
Keywords
Rıdvan Ata and Muhammet Mustafa Alpaslan
The aim of this study was to shed some light on the extent to which digital literacy, epistemological belief and reading motivation and engagement predict pre-service teachers’…
Abstract
Purpose
The aim of this study was to shed some light on the extent to which digital literacy, epistemological belief and reading motivation and engagement predict pre-service teachers’ capabilities in teaching 21st century skills.
Design/methodology/approach
21st Century Skills Teaching Scale, Internet based Epistemological Beliefs Scale, Internet based Reading Motivation and Engagement Scale as well as Digital Literacy Scale were used to collect the data. A total of 512 pre-service teachers from four universities in Türkiye participated in the study. Descriptive statistics, correlation and structural equation model fitness tests were performed by using SPSS 24.0 and AMOS 22.0.
Findings
First, the results of the correlations analysis indicated that there were statistically significant positive correlations among measured variables. Second, the results of the path and SEM model fit tests demonstrated that all the model fit indices of X2/df, TLI, CFI, RMSEA met the acceptable criteria and were shown to be an adequate model structure. Finally, the results demonstrated strong evidence for predicting effects of digital literacy, epistemological belief as well as reading motivation and engagement on teaching 21st century skills.
Research limitations/implications
This study is limited by the fact that the evidence relies solely on pre-service teachers' self-reporting. Secondly, although the hypothesised model explained 45.2% variance of pre-service teachers’ competence in the 21st century skills, 54.8% of it remains unexplained.
Originality/value
The results of this study suggest important implications for teaching programs as they underscore the importance of digital literacy on epistemological beliefs, reading motivation and competence in teaching 21st century skills.
Details
Keywords
Mingfei Sun and Xu Dong
The proliferation of health misinformation on social media has increasingly engaged scholarly interest. This research examines the determinants influencing users’ proactive…
Abstract
Purpose
The proliferation of health misinformation on social media has increasingly engaged scholarly interest. This research examines the determinants influencing users’ proactive correction of health misinformation, a crucial strategy in combatting health misbeliefs. Grounded in the elaboration likelihood model (ELM), this research investigates how factors including issue involvement, information literacy and active social media use impact health misinformation recognition and intention to correct it.
Design/methodology/approach
A total of 413 social media users finished a national online questionnaire. SPSS 26.0, AMOS 21.0 and PROCESS Macro 4.1 were used to address the research hypotheses and questions.
Findings
Results indicated that issue involvement and information literacy both contribute to health misinformation correction intention (HMCI), while misinformation recognition acts as a mediator between information literacy and HMCI. Moreover, active social media use moderated the influence of information literacy on HMCI.
Originality/value
This study not only extends the ELM into the research domain of correcting health misinformation on social media but also enriches the perspective of individual fact-checking intention research by incorporating dimensions of users’ motivation, capability and behavioral patterns.
Peer review
The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-09-2023-0505
Details
Keywords
Haleema Saadia and Muhammad Asif Naveed
This research examined the effects of information literacy on lifelong learning, creativity, and work performance among journalists in Pakistan.
Abstract
Purpose
This research examined the effects of information literacy on lifelong learning, creativity, and work performance among journalists in Pakistan.
Design/methodology/approach
Survey research design was applied to conduct this research. The participants were recruited through a stratified convenient sampling process from the press clubs of four provinces (e.g. Punjab, Sindh, Khyber Pakhtunkhwa, and Baluchistan) and the federal capital Islamabad with the consent of relevant authorities for data collection. An online questionnaire was distributed among these journalists and a total of 1,089 responses were received. The data were analyzed by applying descriptive and inferential statistics in SPSS.
Findings
The results revealed that these journalists perceived themselves as information literate. The information literacy (IL) skills of journalists appeared to have a direct and positive effect on their lifelong learning, creativity, and work performance. In other words, the lifelong learning, creativity, and work performance of journalists increase as their levels of IL skills increase.
Practical implications
These results generated useful insights for academicians and organizations about the importance of IL in the workplace and its influence on organizational effectiveness and performance in gaining a sustainable competitive advantage. This knowledge might be crucial for media employers to initiate training programs for journalists to impart IL education.
Originality/value
This research would be a worthwhile contribution to the existing research on workplace IL, particularly in the context of journalists' workplace as no such comprehensive study using these variables appeared so far.
Peer review
The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-06-2022-0345.
Details
Keywords
Yusuf Ayodeji Ajani, Abdulganiy Okanla Ahmed and Rihanat Bukola Muhammed
The main purpose of this paper is to explore implications of the illusion of reality in the gaming world for libraries, aiming to uncover the challenges and opportunities they…
Abstract
Purpose
The main purpose of this paper is to explore implications of the illusion of reality in the gaming world for libraries, aiming to uncover the challenges and opportunities they face in adapting their services to the gaming context.
Design/methodology/approach
Through a comprehensive exploration of the topic, various sources, such as Scopus, Google Scholar and ResearchGate were used. This study draws upon existing literature to analyze the impact of the illusion of reality in gaming on libraries and their offerings.
Findings
The findings emphasize the crucial role of libraries in comprehending the illusion of reality in gaming to remain relevant and effectively meet the evolving needs of patrons. It also emphasize the impact of the illusion of reality on user engagement, information-seeking behaviors, digital literacy challenges and the evolving gaming landscape. The findings highlight opportunities for libraries to leverage the illusion of reality, thereby enhancing user experiences, fostering community engagement, promoting information literacy and creating immersive learning environments.
Originality/value
This paper contributes a unique investigation into the impact of the illusion of reality in gaming on libraries, underscoring its significance. It offers practical recommendations to enhance library services, user experiences and community engagement within the gaming domain. The study provides valuable insights for library professionals, researchers and policymakers seeking to understand and adapt to the changing dynamics of the gaming world.
Details