Journal of Information Literacy最新文献_第5页

Personalised learning paths for information literacy using Canvas MasteryPaths 使用Canvas MasteryPaths实现信息素养的个性化学习路径

Journal of Information Literacy Pub Date : 2023-06-06 DOI: 10.11645/17.1.3343

Neill Dixon, Andrea Packwood

引用次数: 0

Book review of Mills, K. A., Unsworth, L., & Scholes, L. 2022. Literacy for Digital Futures: Mind, Body, Text Mills, K. A.， Unsworth, L.， & Scholes, L.的书评。数字未来的读写能力:思想，身体，文字

Journal of Information Literacy Pub Date : 2023-06-06 DOI: 10.11645/17.1.3404

Dina Handrayani, Shofie Nurul Azizah

引用次数: 5

Transnational Chinese students’ online information literacies during the COVID-19 pandemic 新冠肺炎疫情下跨国中国留学生网络信息素养研究

Journal of Information Literacy Pub Date : 2023-06-06 DOI: 10.11645/17.1.3281

Huan Gao, Angela M. Kohnen

引用次数: 0

LILAC 2023 淡紫色2023

Journal of Information Literacy Pub Date : 2023-06-06 DOI: 10.11645/17.1.42

Alan Wheeler, L. Dolman

引用次数: 0

LILAC 2023 淡紫色2023

Journal of Information Literacy Pub Date : 2023-06-06 DOI: 10.11645/17.1.3420

Lisa Chung

引用次数: 0

Sharing in the echo chamber 回声室共用

Journal of Information Literacy Pub Date : 2023-06-06 DOI: 10.11645/17.1.3360

E. Burrows

{"title":"Sharing in the echo chamber","authors":"E. Burrows","doi":"10.11645/17.1.3360","DOIUrl":"https://doi.org/10.11645/17.1.3360","url":null,"abstract":"Social media platforms have had a tangible effect on how users share information and their digital literacy skills. Infographics are often shared on Instagram, but they harbour the potential for misinformation. Users do not always research posts before sharing, and the social nature of the site influences user behaviour. Current digital literacy theories highlight the need to integrate digital technologies into traditional information literacy theories, because technologies are increasingly central to everyday life and information consumption. In this article, I investigated digital literacy from a user perspective, examining how users’ digital literacy skills interact with their sharing of infographics. I also examined how infographics are used for activism, and the social and visual affordances of Instagram, which helped to dictate the users’ relationship with digital literacy. I conducted a qualitative study consisting of interviews with six participants. Participants were asked about their Instagram behaviour, infographic selection, and how they judge the reliability of an infographic before sharing. Participant responses were analysed using a grounded theory approach. Responses revealed that users are familiar with traditional concepts of information literacy, such as referencing sources, but often prioritise other areas, such as the social and personal contexts of an infographic when deciding what to share. Users also dialogue with online followers using visual imagery and activism. These sharing practices are contextualised within Instagram affordances and the behaviours the platform enables and constrains. The study is novel in examining digital literacy as enacted through Instagram, specifically the use of infographics, while also foregrounding the user perspective. The results emphasise the need to consider user perspectives in digital literacy whether conducting research or teaching.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45235436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Information literacy and its link to evidence-informed policymaking in Zimbabwe 津巴布韦的信息素养及其与循证决策的联系

Journal of Information Literacy Pub Date : 2023-06-06 DOI: 10.11645/17.1.3275

Ronald Munatsi

{"title":"Information literacy and its link to evidence-informed policymaking in Zimbabwe","authors":"Ronald Munatsi","doi":"10.11645/17.1.3275","DOIUrl":"https://doi.org/10.11645/17.1.3275","url":null,"abstract":"This paper explored the link between information literacy (IL) and other factors that enable or inhibit the utilisation of research evidence in policymaking in Zimbabwe. The study assumes that if policymakers possess appropriate IL skills to access, assess, synthesise, and apply research evidence, they will naturally use the evidence to inform their policy decisions. Face-to-face interviews with 26 policymakers — technocrats selected from the Parliament of Zimbabwe and two ministries, Industry and Commerce, and Youth, Sport, and Recreation — produced evidence to inform the findings and conclusions. Data synthesis using thematic content analysis confirmed the findings. The results show that while IL skills are critical in enabling policymakers' use of research evidence, multiple other factors also influence the use of research evidence in policymaking due to the complexity of the process. The political and socioeconomic context plays a profound role because of the intricate and nonlinear nature of the policymaking process. Therefore, enhancing evidence use in policymaking revolves around strengthening IL skills at the individual level, including institutional and the broader policy ecosystem, by acknowledging and leveraging personal and institutional relationships. This insight illuminates the need to reorient IL programmes to link them to these other factors.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41439626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What role can affect and emotion play in academic and research information literacy practices? 影响和情感在学术和研究信息素养实践中扮演什么角色?

Journal of Information Literacy Pub Date : 2023-06-06 DOI: 10.11645/17.1.3311

Alex Hewitt

{"title":"What role can affect and emotion play in academic and research information literacy practices?","authors":"Alex Hewitt","doi":"10.11645/17.1.3311","DOIUrl":"https://doi.org/10.11645/17.1.3311","url":null,"abstract":"While significant progress has been made in broadening information literacy’s (IL’s) scope, its conception of the user and their relationship to information remains painfully limited. This is particularly evident when the affective or emotional factors of information seeking behaviour are considered. Thus far, IL’s models and discourses have failed to acknowledge emotion’s fundamentally disruptive nature and have either ignored, repressed, or misrepresented users’ emotions. This has resulted in a deeply limited and inaccurate conception of the user’s information needs, and this has a particularly harmful impact on marginalised users and users engaging with affectively fraught information. This article seeks to address this oversight, initially by outlining the origins of IL’s repression of emotion and then examining the consequences of this repression in the standardised IL models; specifically in Carol C. Kuhlthau’s Information Search Process and the ACRL’s Framework for Information Literacy for Higher Education. Subsequently, this essay will examine several critical models of librarianship and IL—including Holocaust librarianship and Indigenous conceptions of relationality—in order to illuminate models of IL that adopt a relational perspective that enables an engagement with the affective elements of the user’s information needs. Finally, this essay will suggest that these relational perspectives facilitate the adoption of an ethics of care that helps address the insufficiencies inherent to our current conceptions of IL.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43685980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dialectical roots and routes from Hegel to Bloch 从黑格尔到布洛赫的辩证根源与路径

Journal of Information Literacy Pub Date : 2023-06-06 DOI: 10.11645/17.1.3354

Marco Schneider, A. Bezerra

引用次数: 0

LILAC 2023 丁香2023

Journal of Information Literacy Pub Date : 2023-06-06 DOI: 10.11645/17.1.3421

Emily Hector

引用次数: 0