This book focuses on information literacy in higher education from Asian countries. It explores the changing concepts, philosophies, learning environments, and technological environments of information literacy and discusses how information literacy education in universities should be carried out in the context of the information literacy framework. It also analyses the research focus and trends of information literacy education in universities in the past ten years worldwide and Asia by using the bibliometric method as well as the information literacy education models of universities in Asian countries. In addition, this book also explains the current status of information literacy education and related issues in Taiwan, Japan, Hong Kong, Malaysia, Thailand and Vietnam.
The target audience of this book is mainly university librarians, school librarians, the faculty and students of library and information sciences, information education and technology education related departments worldwide.
Author(s): Chao-Chen Chen, Mei-Ling Wang, Samuel Kai Wah Chu, Emi Ishita, Kulthida Tuamsuk, Mohamed Shuhidan Shamila
Series: Learning Sciences for Higher Education
Publisher: Springer
Year: 2023
Language: English
Pages: 154
City: Singapore
Contents
1 Information Literacy in the Digital Age
1.1 Introduction
1.2 Learning Trends in the Digital Age
1.3 The Rise of Related Literacy
1.3.1 Academic Literacy
1.3.2 New Literacy
1.3.3 Digital Literacy
1.3.4 Media Literacy and MIL
1.3.5 Multiliteracy
1.3.6 Metaliteracy
1.4 Changes in the Philosophy of Information Literacy Education
1.4.1 Changes in the Philosophy of Information Literacy Education
1.4.2 The Impact of Educational Theory and Digital Technology on Information Literacy
1.4.3 The Alignment of Information Literacy in Primary and Secondary Schools and Universities
1.5 The Revision of the Framework for Information Literacy for Higher Education
1.6 Conclusion
References
2 Revisiting Information Literacy Education in Universities from the Perspective of the Information Literacy Framework for Higher Education
2.1 Fundamental Concepts of the ACRL Information Literacy Framework: Threshold Concepts and Metaliteracy
2.1.1 Threshold Concepts
2.1.2 Metaliteracy
2.2 The Usage Condition of the ACRL Framework in Teaching
2.2.1 Teaching Methods Integrating the ACRL Framework
2.2.2 Information Literacy Education Curriculum Design Model
2.2.3 Challenges Encountered in Teaching Using the ACRL Framework
2.2.4 Assessment of Student Learning Effectiveness in ACRL Framework–Teaching
2.2.5 Librarian Views on the ACRL Framework
2.3 Information Literacy Curriculum Design Case
2.4 Conclusions
References
3 A Comparison of Research Trends in Information Literacy in Higher Education of Asian and Non-Asian Countries
3.1 Introduction
3.2 Research Methods
3.2.1 Process of Data Searching and Collection
3.2.2 Data Distribution
3.2.3 Theoretical Model, Data Coding, and Analysis
3.3 Research Results
3.3.1 Bibliometric Mapping Analysis Findings
3.3.2 Content Analysis Findings
3.4 Discussion and Conclusion
References
4 Inquiry-Based Learning Integrated Information Literacy Instruction for the University Undergraduates: A Case Study Using Place Memory Topic
4.1 Introduction
4.2 Literature Review
4.2.1 Information Literacy Instruction
4.2.2 Inquiry-Based Learning
4.3 Research Methods
4.3.1 Study Design
4.3.2 Action Research
4.3.3 Data Collecting and Analyzing
4.4 Session I Findings: Information Search Learning and Learning Effectiveness
4.4.1 Curriculum Design
4.4.2 Assignment and Grading Policy
4.4.3 Basic Student Information
4.4.4 Information Search Assignments Grading
4.4.5 Formative Assessment
4.5 Session II Findings: Place Memory Final Project and Learning Outcomes
4.5.1 Inquiry-Based Learning on Place Memory Curriculum
4.5.2 Place Memory Final Project Report
4.5.3 Place Memory Final Project Report Grading
4.5.4 Summative Assessment
4.6 Conclusions
References
5 Pedagogical Models for Plagiarism-Free Learning in Academia
5.1 Introduction
5.2 Literature Review
5.3 Methodology
5.4 Finding
5.4.1 Fostering Students’ Perceptions Towards Plagiarism
5.4.2 Enhancing Students’ Anti-plagiarising Behaviours
5.4.3 Factors Influencing Effectiveness of Instructional Tools
5.5 Discussion
5.5.1 Features on Students’ Perceptions of Plagiarism
5.5.2 Effectiveness of Anti-plagiarism Instructional Tools
5.5.3 Factors Affecting Plagiarism
5.6 Conclusion
References
6 Information Literacy Education in Japanese Higher Education Institutions
6.1 Status of Universities and Academic Libraries in Japan
6.1.1 University Reform and Its Impact on Academic Libraries in Japan
6.1.2 Changes in and Current Status of Academic Library Functions in Japan
6.1.3 Information Literacy Education in Japanese University Libraries
6.2 Information Literacy Education: The Case of Kyushu University Library
6.2.1 The Transition of Information Literacy Education
6.2.2 Organization and Management of Information Literacy Education
6.2.3 Staff Development for Information Literacy Instructors
6.2.4 Information Literacy Education in Collaboration with Students
6.2.5 Evolution of Workshops and Events During the COVID-19 Pandemic
6.2.6 Learning Support Using Web-Based Study Guides
6.2.7 Summary
6.3 Challenges to and Future Development of Information Literacy Education in Japan
References
7 Information Literacy Development at Higher Education in Thailand and Vietnam
7.1 Introduction
7.2 Policies of the Nations and Authority Organizations
7.3 Employers’ and Markets’ Expectations
7.4 Universities’ Strategies
7.5 IL Development Ecology Model
7.5.1 Teaching and Learning Approaches
7.5.2 Development Modes
7.5.3 Resources
7.5.4 Evaluation
7.6 Conclusion
7. References
8 Information Literacy Skills Among Higher Education Institution Students in Malaysia
8.1 Introduction
8.2 Information Literacy in Higher Education Institutions
8.3 Role of Academic Libraries in Information Literacy During Covid-19 Pandemic
8.4 Models of Information Literacy
8.5 Methodology
8.6 Findings
8.6.1 Demographic Profile
8.6.2 Descriptive Analysis
8.7 Discussion
8.8 Recommendations
8.9 Conclusions
References
