Faculty perceptions and practices of information literacy training at Andrews University
Keywords
Information Literacy, Information Literacy Training, Academic Libraries, Faculty perceptions of Information Literacy
Description
Andrews University’s students are equipped to demonstrate competence in eight life-long skills throughout their program curricula, including Information literacy. Therefore, James White Library strives to promote the importance and value of information literacy within the university’s community. Faculty have the most contact with students and the most direct curriculum oversight. One of the librarians’ primary objectives is to partner in offering opportunities for students to acquire skills to become lifelong information-literate citizens and broaden their training to prepare for twenty-first-century careers and lifelong learning. This research aims to identify AU faculty’s perceptions, understanding, and practice of IL training and its importance and impact on academic success. It is expected that the results of this research will provide librarians at AU with data to refine James White Library’s IL programs to serve students’ academic needs better and to prompt faculty to reflect on collaborative alternatives with librarians in information literacy instruction (ILI). A 5-part questionnaire was developed to collect the information needed for this quantitative-qualitative non-experimental design research. Items were selected based on a literature review of other relevant studies. They were customized to fit the actual function and setting of the library as it provides information literacy training to students. The questionnaire was sent through a Class Climate platform to the 623 Andrews University faculty members. Sixty-eight (10.9%) of the total population returned the survey. The value of ILT is increasingly recognized as essential to academic, workplace, lifelong learning, and student success, thus ensuring the development of capable citizens.
Faculty perceptions and practices of information literacy training at Andrews University
Andrews University’s students are equipped to demonstrate competence in eight life-long skills throughout their program curricula, including Information literacy. Therefore, James White Library strives to promote the importance and value of information literacy within the university’s community. Faculty have the most contact with students and the most direct curriculum oversight. One of the librarians’ primary objectives is to partner in offering opportunities for students to acquire skills to become lifelong information-literate citizens and broaden their training to prepare for twenty-first-century careers and lifelong learning. This research aims to identify AU faculty’s perceptions, understanding, and practice of IL training and its importance and impact on academic success. It is expected that the results of this research will provide librarians at AU with data to refine James White Library’s IL programs to serve students’ academic needs better and to prompt faculty to reflect on collaborative alternatives with librarians in information literacy instruction (ILI). A 5-part questionnaire was developed to collect the information needed for this quantitative-qualitative non-experimental design research. Items were selected based on a literature review of other relevant studies. They were customized to fit the actual function and setting of the library as it provides information literacy training to students. The questionnaire was sent through a Class Climate platform to the 623 Andrews University faculty members. Sixty-eight (10.9%) of the total population returned the survey. The value of ILT is increasingly recognized as essential to academic, workplace, lifelong learning, and student success, thus ensuring the development of capable citizens.