Information Literacy

1. Title: Assessment, plagiarism and its effect on academic integrity:

Experiences of academics at a university in South Africa

ABSTRACT

The quality of teaching, learning, and assessment is compromised by the

growing problem of academic dishonesty, especially in large class sizes as a

result of the 'massification' of education. In South Africa and around the world,

student plagiarism and cheating have become a matter of concern, especially

when it comes to teaching large classes. This concern has received much

attention as it impacts negatively on the maintenance of academic standards and

integrity at many universities. Academics have a major role to play in the process

of maintaining academic integrity. Through an 'interpretivist' and qualitative

approach, we explored the experiences of three emerging academics within the

Discipline of Curriculum Studies at a university in South Africa. We used Pinar's

method of currere as a lens that focuses on academics' experiences of

assessment and plagiarism in teaching large classes and its effect on academic

integrity. The findings suggest that although the 'massification' of education in

South Africa is commended for addressing past social injustices and for

facilitating accessibility to education, quality teaching and learning including

assessment is seriously compromised. This demands a serious rethink of

assessment strategies to deter academic dishonesty, and a reconsideration of

teaching large classes.

Link: [Link]

23532019000600004

Question: Turnitin was used by teachers as a plagiarism-checking tool to ensure

that assignments, essays, and activities were not plagiarized.

Note: Innocent until proven guilty or guilty until proven innocent: Using Turnitin

Academics in this study agreed that student plagiarism and cheating is the

unethical practice of 'stealing people's ideas and work' (Ruby). They settled on

the use of Turnitin as a 'teaching tool' instead of a 'policing tool' that will assist

students to enhance their writing and to stimulate their confidence and reduce

pressure, anxiety and fear when submitting work for a Turnitin plagiarism tracer

test. As Ruby commented, 'Turnitin detects similarities but not all similarities

result from plagiarism', that is, similarities detected included common phrases,

names and concepts. Tony and Ruby elaborated on how, through using Turnitin

as a teaching tool, they gave students a 'second opportunity' (Tony) to 'resubmit

the assessment task' (Ruby). Carless28 advocates that lecturers should be given

greater autonomy to act responsibly in the processes of teaching and

Nonetheless, Elias20 concluded that academics should stop accepting excuses

of pressures and inabilities, as students are using unethical ways of simply

wanting to pass and achieve the degree and not pursue knowledge.

Using the Big6, you will identify goals, seek, use, and assemble relevant, credible

information, then reflect—is the final product effective and was my process

efficient? The Big6 works anywhere—the classroom, workplace, or at home.

Moreover, it works across content areas and aligns easily with state and national

learning standards.

2. Title: Teenage pupils’ searching for information on the Internet

Abstract

Introduction. Quantitative studies measuring skills related to the Internet are mainly

based on self-reports. The aim of this paper is to study how Swedish teenagers, in

their last year of compulsory school, carry out different information-searching tasks

on the Internet, by using a performance test. The test measures teenagers’ searches

for information on the Internet from different points of view, such as medium-related

and content-related aspects as well as operational and strategic aspects.

predefined solutions. During the test, some screens were recorded to obtain

information about aspects not covered by the given test answers.

Analysis. The test outcome was analysed in relation to curriculum goals, which

correspond to the European framework DigComp2.1.

Results. Reading long texts to find information was the easiest part but many failed

to solve assignments because they did not master the digital environment.

Conclusion. The result differed in the participating classes, which points to the

importance of covering all aspects of the area when teaching, not forgetting the

holistic approach.

Link: [Link]

fbclid=IwAR2PU1FkYJMK3JFTR0DK9JUoHLC5dovwNRIyEUUjP7PKB43aI2cl0Jgk6

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Question: My teacher use performance assessment to test if we can navigate legit

information on the internet.

Hint: Discussion

Question: My teacher used social media platforms such as Facebook, Twitter, and

Instagram to navigate information if it’s fact or not.

3. An Investigation of the Effects of Citation Instruction to Avoid Plagiarism in

EFL Academic Writing Assignments

Ali M. Fazilatfar1, S. E. Elhambakhsh1, and Hamid Allami1

Abstract

Plagiarism in ESL and EFL learning contexts has become a topic engaging many

researchers in a hot debate in recent years. Comparisons of student-generated texts

with their source texts have shown that students rely amply on source texts in their

writings, using copying as a major strategy. The students themselves relate these

problems to their confusion of how to cite. Nevertheless, little research has been

conducted on what constitutes effective citation practices in student writing.

The present study aims to measure the effects of teaching the anti-plagiarism

strategy of proper citation on 19 postgraduates and 34 graduate students’ use of

multiple sources in their writings. The instructional treatment was conducted in 30

min per week for seven sessions, aimed at teaching correct quotation rules and

different functions of citation (i.e., presenting the literature in the field, comparing the

existing views, supporting the writer’s view, etc.), while emphasizing the recognition

of these rules at work. The writing samples of the students were three citation tests

and source-based writing tasks assigned before, during, and after the treatment.

Then the effective citation strategies of the students were analyzed according to

their use of standard citation in APA (American Psychological Association) style. The

results of the assigned tasks and one survey question demonstrated students’
perceived growing confidence and significant improvements in their citation skills in

their source-based writings. The results can yield insightful implications for writing

course designers to treat significant problems of the students in their academic

writings.

Link: [Link]

Question: My teacher provides references for a proper citation after discussing in

certain information.

4. Tittle: Information literacy competencies of English 10 and Komunikasyon 2

students and their perceptions towards information literacy as a GE course

Abstract

Determined the information literacy levels of English 10 and Komunikasyon 2

students of UP using the 5 Information Literacy Standards of the ACRL. It also

sought the perceptions regarding the inclusion of information literacy as a GE

course. The study concludes that although the two courses develop the writing skills

of the students, these are not enough to make them information literate.

Introduction

Information literacy is the ability to recognize when information is needed, and how

to locate, access, use, and evaluate it (Callison, 2006). This ability is essential

nowadays due to the “information explosion” where a vast amount of information is

becoming increasingly available across all formats for free. In addition to this,

information literacy is also very important for it entails not only knowing how to use
the computer but more importantly, knowing how to access information and analyze

it.

Since it is not possible for educators to teach their students all they need to know, for

them to survive and succeed in life, it is vital to guide them on how to learn.

Integrating information literacy into the curriculum is seen as one of the effective

ways to develop information-literate people. As Thompson and Henley (2000) stated,

information literacy skills can and should be taught throughout all curriculum areas

because they reiterate some of the same skills incorporated in national, state, or

local curriculum standards.

Link: [Link]

repid=rep1&type=pdf&doi=3005deaebbf91fe45f3af08db9d47f0479a45206

Question: My teacher focus on and prioritize the skills identified the students were

weak in and components which were not covered by their major classes.

Hint: Conclusions, page 54

5. Tittle: Technology integration for students’ information and digital literacy

education in academic libraries

Purpose

Digital literacy has become a widely studied topic for connecting people,

participation in government and public affairs. It encourages library professionals to

train students and effectively acquire, preserve and disseminate knowledge.

digital literacy and technological skills. This paper aims to understand the students’

technological competence in using database resources and searching for online

information. In addition, to evaluate the training contents and designated instructors

on digital literacy education, the study also focuses on digitally exposed students’

learning behavior, the library management and students’ academic interaction on

new technological trends.

Design/methodology/approach

This study uses a quantitative method for which primary data were collected from

university students using a structured research questionnaire. Through targeted

random sampling techniques, 1,500 printed questionnaires were distributed among

students, and 1,266 (84.4%) responses were received. The authors applied

descriptive statistics to analyze the demographic information of male and female

students. The statistical technique Chi-square test (χ2) was applied using SPSS to

determine the association between variables. Moreover, Bonferroni correction for the

new a value [modified = 0.05/number of possible comparisons/analysis for each

question shown in Tables (II-IX)] was also used to avoid a family-wise error.

Findings

The results inferred a strong association between students’ technological skill with

using digital tools, utilization of database resources and browsing networked

information on the Web. The association between universities in terms of recruiting

designated instructors on digital literacy education, introducing ICT based curriculum

program on digital literacy demonstrated a negative association. Besides, the

findings disclosed that student’s digital exposure is not the forcing factor in

developing technological competence, but found to be a more encouraging factor. It

was also concluded that library technological involvement significantly improves

student technology-based learning skills.

Practical implications

The results obtained after the analyzed data may help library management in

providing long-term strategy for improving digital literacy education and training for

students in the effective utilization of technology for better academic performance

and social integration.

Originality/value

The study was based on quantitative methods using a questionnaire. Extensive

database coverage and digital literacy skills based on coach input can improve

student performance and academic quality.

Link: [Link]

336732205_Technology_integration_for_students'_information_and_digital_literacy_

education_in_academic_libraries/links/6252beb5b0cee02d6961309a/Technology-

integration-for-students-information-and-digital-literacy-education-in-academic-

[Link]?_sg

%5B0%5D=started_experiment_milestone&origin=journalDetail&_rtd=e30%3D
Questions: My teacher is recommending our library technological involvement

significantly improves student technology-based learning skills.

Hint: Conclusion

6. Tittle: Does Mentoring Directly Improve Students’ Research Skills?

Examining the Role of Information Literacy and Competency Development

This work proposes a structural model highlighting the research skills of

undergraduate students. Due to the stages in their research project implementation,

mentoring students becomes a crucial initiative in higher education institutions.

Despite substantial progress in the literature linking mentoring and skills

development, there is a lack of greater emphasis on research skills, especially for

undergraduate students facing research work for the first time. Consequently, the

direct relation between mentoring and research skills may not be straightforward.

Thus, driven by social learning theory, the proposed model highlights the mediating

effects of information literacy constructs and competency development on the

relationship between mentoring and research skills. An empirical study of 539

participants via Partial Least Squares–Structural Equation Modeling supports six of

the seven hypothesized paths. Three major theoretical contributions arise from the

findings. Firstly, mentoring improves information-seeking skills and information-

sharing behaviors and facilitates students’ competency development due to the

technical knowledge transfer from the faculty mentor to student mentees. Secondly,

information literacy constructs and competency development promote research

skills, emphasizing that students with those behaviors and capacities will achieve

enhanced research skills. Finally, our findings suggest that mentoring does not
directly translate to improved research skills; instead, information-seeking and

sharing behaviors and competency development fully mediate such a link. Thus,

mentors must shape these behaviors for mentoring to develop students’ research

skills. Theoretical and practical insights are outlined from these findings for university

leadership to inform the design of mentoring initiatives for undergraduate students.

Link: [Link]

Question: My teacher uses journal articles, conference papers, books to analyze

the difference between online information and in libraries and to improve our

information research skills.

Hint: Discussion and insights

7. Tittle: Information and Media Literacy of K to 12 and Non-K to 12 Graduates

This study aimed to find out the information and media literacy of K to 12 and n0n-K

to 12 graduates in Northern Philippines. The researcher used the mixed methods

research design to determine the social media usage and function among students.

Students in private and public higher education institutions in the Province of

Cagayan, Philippines are not yet very much engaged to social media considering

their low social media utilization. They too, have not met the standard learning

competencies prescribed in the Curriculum Guide for Media and Information Literacy

subject. Interestingly, it shows that the information and media literacy of students

varies in terms of sex, basic education preparation, senior high school (SHS) track,

and department affiliation but not for religion and ethnicity, and academic strand. It is

reflected in the data that female students has higher mean percentage than male
students. In addition, The study revealed that the parents’ income and age of the

respondents have a significant association with their information and media literacy.

The younger respondents tend to have higher information and media literacy while

students who were enrolled in SEASH has higher information and media literacy

than their counterpart, i.e., those who were enrolled in CBEA, CAHS, CTE,

SEAIDITE, SABH, and CHM. It is recommended that there is a need to enhance the

information and media literacy of SHS and College students, DICT, CHED and

DepEd should strengthen their collaboration relative to the nationwide

implementation of the free WiFi school zone projects and conduct a regional follow-

up research to track the development of students' Information and Media Literacy at

the primary, secondary, and tertiary levels.

Link: [Link]

639_JETT1403074.pdf?sequence=1&isAllowed=y

Question: My teacher uses google plus, Pinterest, LinkedIn, TEDG to implement

and guarantee their wider and beneficial utilization.

Hint: page 639, conclusion and recommendation

8. Title: Digital transformation readiness: perspectives on academia and

library outcomes in information literacy

Abstract

This study examines the readiness of a faculty for the social challenges caused by

the digital transformation in academia with the use of covariance-based structural

equation modeling (CBSEM). Based on the survey results, we have examined the
interplay between factors related to digital transformation. The concepts of

information literacy and digital literacy related to academic librarianship were used

as the basis for the self-efficacy and empowerment necessary to achieve individual

success during digital changes in the academic community. We then checked how

such a sense of empowerment among academics explains the presence of

information culture in this community and different approaches to information

management. The factors of information management and information use were

presented as affecting a university's institutional readiness for the new requirements

of digital transformation from the perspective of governance issues. The findings

highlight that information literacy underlies academics' empowerment and a high

level of self-efficacy driven by this literacy can also be indirectly translated into the

formation of pro-active information culture that strengthens an academic's position in

creating information use outcomes and by making them ready for digital

transformation. Through information literacy outcomes the academic libraries can

turn out to be an important transformative force in terms of digital changes at

universities.

Link: [Link]

Question: My teacher uses Academia for legitimate sources and free access.

Hint: Page 12, Conclusion

9. Tittle: Research skills and attitudes of master teachers in a division

towards capability training

identified strengths and weaknesses with respect to research, thereby facilitating

research training and guidance. This study focused on the Master Teachers’(MTs)

skills and attitudes towards research as basis for research capability building

program for MTs in the Schools Division of Zambales. The study used the

descriptive-survey design. The data gathered were organized and processed

through the SPSS. Majority of the MTs were middle aged, female and married,

earned MA/MS units, and have served as Master Teacher I for 1-4 years. A very

small percentage of the MTs have attended research-related trainings or

conferences and undertaken, published or presented researches. They have

average skills in searching, using and evaluating information including their

awareness on the various sources of information and where to obtain them. They

have fair skills in designing experimental study as well as selecting and developing

research instruments, choosing appropriate statistical tools and preparing

manuscript for publication. They strongly value training in educational research but

moderately apply research findings to real life context. They have high regards

relative to the value of doing research to become better educator. Time, efforts and

resources in learning about research findings were essential elements to create

positive attitudes towards research. A research capability training program is hereby

proposed as the output of the study. The program consists of various levels from

lectures, hands-on workshop, and writing research articles for colloquium and for

possible publication.

Link: [Link]
 Question: My teacher encouraging us to acquire advance researching of information

in our given subject offered.

Hint: p. 164

10. Tittle: Teachers' competencies in educational technology integration on

instructional methodologies in the new normal

The study explores the novice teachers' competencies in integrating education

technology in lesson preparation. The paper is anchored in the professional

standards for teachers, specifically, the domains that focus on the positive use of

ICT. The study utilized a mixed-method research design. The selected 132 novice

teachers answered the online survey questionnaire introduced using Google forms

and 10 participants answered an online interview. They were chosen through the

purposive sampling technique. The data were collected using Blended Teaching

Readiness survey questionnaire and semi-structured questionnaire, for the

quantitative phase and qualitative phase, respectively. The analysis of data

progressed through statistical software and thematic coding. The study revealed that

the self-evaluation of novice teachers on their abilities is very competent. The

qualitative data exposed the different struggles in teacher preparations in

instructional methodologies. Hence, novice teachers must undergo additional

professional development on the integration of technology in instructional designing,

assessment, and managing online learning environments. Teacher education

institutions must intensify in equipping teachers with knowledge on integrating

teachers that will help them prepare instructional materials such as ICT rooms,

technicians for technical support, laptops, and internet connectivity. Enough time will

also help teachers to design better instructional materials for their classes. The

current situation of the education system of our country needs a more significant

push and optimistic view that we will be able to make progressive change. Teachers

should think of personal initiative, welcome the possible ways to enhance the current

system, and become part of reforms to help our country uplift and face challenges

and endeavours.

Link: [Link]

Question: My teacher conducts mini practicum during classes to simulate and

review his/her teaching materials.

Hint: Page 46, Recommendations

Formulated Questions:

1. Turnitin was used by teachers as a plagiarism checking tool to ensure that

assignments, essays, and activities were not plagiarized.

2. My teacher uses performance assessment to test if we can navigate legit

information on the internet. Specify task

3. My teacher provides references for proper citation after discussing in certain

information.

4. My teacher focused on and prioritized the skills the students were weak in and

components that were not covered by their major classes. Change Q

significantly improve student technology-based learning skills. Change Q

6. My teacher uses journal articles, conference papers, and books to analyze the

difference between online information and information in libraries and to improve

our information research skills.

7. My teacher uses tools to avoid threats, risks, abuse, and misuse of social media.

Revise

8. My teacher uses Academia for legitimate sources and free access. Revise

9. My teacher is encouraging us to do advanced research on the information in our

given subject. Change Q

10. My teacher conducts mini-practicums during classes to simulate and review his

or her teaching materials. Revise