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Articles 1 - 3 of 3
Full-Text Articles in Library and Information Science
Should We Flip The Script?: A Literature Review Of Deficit-Based Perspectives On First-Year Undergraduate Students’ Information Literacy, Tatiana Pashkova-Balkenhol, Mark Lenker, Emily Cox, Elizabeth Kocevar-Weidinger
Should We Flip The Script?: A Literature Review Of Deficit-Based Perspectives On First-Year Undergraduate Students’ Information Literacy, Tatiana Pashkova-Balkenhol, Mark Lenker, Emily Cox, Elizabeth Kocevar-Weidinger
Library Faculty Publications
This mixed method systematic review considers recent literature on the information literacy (IL) skills of first-year undergraduate students. The review uncovers the following themes: faculty and librarians perceive first-year students as lacking IL skills; students have varying perceptions of their IL skills; assessment studies yield conflicting findings on first-year students' IL; communication between high school and college librarians is challenging; and some IL researchers emphasise and leverage first-year students' prior knowledge and experience in IL instruction. These themes emerge from extensive searches in four research databases for scholarly and professional articles written in English within the past ten years. With …
Information Literacy: What's The Question?, Mark Lenker
Information Literacy: What's The Question?, Mark Lenker
Library Faculty Publications
No abstract provided.
Motivation And Online Information Literacy Instruction: A Self-Determination Theory Approach, Francesca Marineo
Motivation And Online Information Literacy Instruction: A Self-Determination Theory Approach, Francesca Marineo
UNLV Theses, Dissertations, Professional Papers, and Capstones
Information literacy skills, including critical thinking and problem-solving skills, are imperative for academic, personal, and professional success. Unfortunately, many students graduate only to be more daunted than ever by the vast amount of information available to them and increasingly rely on convenience over quality in their information-seeking behaviors. This study hoped to address this by increasing students’ motivation for engaging in an online information literacy module. Using self-determination theory (SDT) from the field of motivation, motivationally-supportive modules were designed to support students’ feelings of autonomy and competence and ultimately grades on their final research assignment. Experimental conditions included providing relevance, …