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Journal articles on the topic 'Data information literacy'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Shields, Milo. "Information Literacy, Statistical Literacy, Data Literacy." IASSIST Quarterly 28, no. 2 (2005): 6. http://dx.doi.org/10.29173/iq790.

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Lund, Brady, Daniel Agbaji, and Zoë A. Teel. "Information literacy, data literacy, privacy literacy, and ChatGPT." Human Technology 19, no. 2 (2023): 163–77. http://dx.doi.org/10.14254/1795-6889.2023.19-2.2.

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This research delves into the interplay between three pivotal literacies in the digital age–information literacy, data literacy, and privacy literacy—and the receptivity towards the adoption of emerging technology within communities, with a specific focus on the chatbot ChatGPT. Data was gathered through online surveys conducted among adults residing in a four-county region in northern Texas during a two-week period in late 2022, yielding 130 valid responses. The results of regression analysis indicate a positive association between the inclination to utilize ChatGPT for enhancing one's commun

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Womack, Ryan. "Data Visualization and Information Literacy." IASSIST Quarterly 38, no. 1 (2015): 12. http://dx.doi.org/10.29173/iq619.

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Ebijuwa, Adefunke Sarah. "Integrating Data Literacy into Information Literacy Programmes: Any Difference?" International Journal of Library and Information Science studies 9, no. 6 (2023): 33–45. http://dx.doi.org/10.37745/ijliss.15/vol9n63345.

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There is an urgent need to address data literacy in undergraduate library instruction. In Africa and especially in Nigeria, the need for a data information literacy program (DIL) to prepare students to engage in an electronic research environment is also articulated by scholars in recent literature. However, the question as to whether data literacy should replace information literacy has not been properly articulated in recent times in Africa even though it is acknowledged that the resultant effect of this data literacy is expected to precipitate the advent of the data revolution and the rise

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Kaloyanova, Kalinka. "Addressing Data Literacy in Information Systems Education." Mathematics and Informatics 68, no. 1 (2025): 96–109. https://doi.org/10.53656/math2025-1-7-add.

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Data literacy is essential in our data-driven society. The role of data in education is even more significant. Obtaining data literacy skills is important for both students and educators. Aligning data literacy in computing students’ education will enhance students’ learning experiences and better prepare them for future professional positions. This paper discusses the importance of data literacy in Information Systems undergraduate education, emphasizing the need for students in this field to understand and use data effectively and aims to give specific guidelines for including data literacy

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Büttner, Stephan, and Antje Michel. "DaILy Digital – Data & Information Literacy." Information - Wissenschaft & Praxis 70, no. 5-6 (2019): 300–302. http://dx.doi.org/10.1515/iwp-2019-2042.

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D'Ignazio, Catherine. "Creative data literacy." Information Design Journal 23, no. 1 (2017): 6–18. http://dx.doi.org/10.1075/idj.23.1.03dig.

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Working with data is an increasingly powerful way of making knowledge claims about the world. There is, however, a growing gap between those who can work effectively with data and those who cannot. Because it is state and corporate actors who possess the resources to collect, store and analyze data, individuals (e.g., citizens, community members, professionals) are more likely to be the subjects of data than to use data for civic purposes. There is a strong case to be made for cultivating data literacy for people in non-technical fields as one way of bridging this gap. Literacy, following the

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Graves, Stephanie J., Kathy Christie Anders, and Valerie M. Balester. "Mining writing center data for information literacy practices." Reference Services Review 45, no. 1 (2017): 100–116. http://dx.doi.org/10.1108/rsr-07-2016-0043.

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Purpose The study aims to explore collaborations between writing centers and libraries which create opportunities for providing information literacy intervention for students doing researched writing. This case study gathered data from writing center logs to uncover if and how information literacy activity was occurring during consultations. Design/methodology/approach A representative sample of writing center logs recorded between September of 2013 and May 2014 was mined for frequencies of library and information literacy terms. Transaction logs were coded and analyzed according to the frames

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Koltay, Tibor. "Data literacy for researchers and data librarians." Journal of Librarianship and Information Science 49, no. 1 (2016): 3–14. http://dx.doi.org/10.1177/0961000615616450.

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This paper describes data literacy and emphasizes its importance. Data literacy is vital for researchers who need to become data literate science workers and also for (potential) data management professionals. Its important characteristic is a close connection and similarity to information literacy. To support this argument, a review of literature was undertaken on the importance of data, and the data-intensive paradigm of scientific research, researchers’ expected and real behaviour, the nature of research data management, the possible roles of the academic library, data quality and data cita

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Johnson, Sarah C., Margaret Bausman, and Sarah Laleman Ward. "Fostering Information Literacy." Advances in Social Work 21, no. 1 (2021): 1–25. http://dx.doi.org/10.18060/24697.

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Genuine collaboration between academic librarians and social work faculty in which information literacy is embedded in social work education is lacking. Drawing from the results of the authors’ 2016 quantitative study surveying academic social work librarians across the United States, this qualitative follow-up uses data from 27 semi-structured interviews concerning the prevalence and nature of information literacy instruction (ILI) in social work education, how ILI is introduced and sustained in social work curricula, and the alignment between ILI efforts with institutional goals, guidelines

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Malafi, Elizabeth, Grace Liu, and Stéphane Goldstein. "Information Literacy: Business and Workplace Information Literacy: Three Perspectives." Reference & User Services Quarterly 57, no. 2 (2017): 79. http://dx.doi.org/10.5860/rusq.57.2.6521.

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Businesses want workers who are critical thinking problem-solvers, who know how to find, evaluate, and use information to address work-related issues, and communicate effectively regarding those issues,1 much like the information literacy (IL) or media and information literacy (MIL) efforts worldwide recently described in this column.2 In businesses at all levels and in the workplace, IL/MIL is not a familiar phrase. Undaunted, however, librarians in many types of libraries try to help their users with these very issues. Those librarians face challenges, including constant and rapid change in

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Alex-Nmecha, Juliet C., and Samuel O. Egbo. "Information Literacy as a Predictor for Driving Data Literacy in Academic Library." International Journal of Research and Scientific Innovation XII, no. I (2025): 581–89. https://doi.org/10.51244/ijrsi.2025.12010053.

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In virtually every aspect of human endeavour, there is the need for information and information literacy, in particular, to excel in evaluating the sources of data and the appropriate manipulations required. An individual with the necessary information to solve a problem is weighty and not easily swayed. Information is key moreover, when it complements the reason for which it was born. Literacy is the ability to read and write, which is basic through being literate it extends to how an individual can explore other aspects to find a way to do things effectively. Hence, literacy is getting it do

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Stephenson, Elizabeth, and Patti Schifter Caravello. "Incorporating data literacy into undergraduate information literacy programs in the social sciences." Reference Services Review 35, no. 4 (2007): 525–40. http://dx.doi.org/10.1108/00907320710838354.

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Usova, Tatiana, and Robert Laws. "Teaching a one-credit course on data literacy and data visualisation." Journal of Information Literacy 15, no. 1 (2021): 84. http://dx.doi.org/10.11645/15.1.2840.

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Data literacy skills are becoming critical in today’s world as the quantity of data grows exponentially and becomes the ‘currency’ of power. In spring 2020, a team of two librarians piloted a new one-credit course in data literacy and data visualisation. This report explains the rationale behind the project and discusses the place of data literacy within information literacy (IL) instruction. The authors describe the pilot’s learning objectives, topics covered, course design, the structure of assignments and the delivery of the course. They analyse the feedback received on the course and sugge

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Koltay, Tibor. "Data literacy: in search of a name and identity." Journal of Documentation 71, no. 2 (2015): 401–15. http://dx.doi.org/10.1108/jd-02-2014-0026.

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Purpose – The role of data literacy is discussed in the light of such activities as data a quality, data management, data curation, and data citation. The differing terms and their relationship to the most important literacies are examined. The paper aims to discuss these issues. Design/methodology/approach – By stressing the importance of data literacy in fulfilling the mission of the contemporary academic library, the paper centres on information literacy, while the characteristics of other relevant literacies are also examined. The content of data literacy education is explained in the cont

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Lin, Chia Chia, and Dong Her Shih. "Data Mining: Associating Information Literacy with Regulating Rules." Advanced Materials Research 204-210 (February 2011): 183–88. http://dx.doi.org/10.4028/www.scientific.net/amr.204-210.183.

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The Internet is filled with opportunities for learning, communicating, and sharing information. It is a valuable resource for children and adults alike. Like any large community, however, the online world presents some underlying risks, especially for children. Parents need to be aware of some of the potential problems their children could encounter, and try to take adequate measures to protect their children from injury. In this paper, research will try to explore the relationship between parent’s information literary, the confidence in child’s ability of self-defense on the internet, and ade

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Bergren, Martha Dewey, and Erin D. Maughan. "Data and Information Literacy: A Fundamental Nursing Competency." NASN School Nurse 35, no. 3 (2020): 140–42. http://dx.doi.org/10.1177/1942602x20913249.

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Nurses in the 21st-century are expected to be data and information literate and proficient in data management. Nurses graduating from baccalaureate programs must be able to use computers and information systems and apply data and evidence to inform practice. Those competencies are also essential for the entire nursing workforce. That puts the onus on school nurses, school nurse supervisors, school districts, and state affiliates to take responsibility for comprehensive data and information literacy professional development. Fortunately, the National Association of School Nurses (NASN) has anti

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Shorish, Yasmeen. "Data Information Literacy and Undergraduates: A Critical Competency." College & Undergraduate Libraries 22, no. 1 (2015): 97–106. http://dx.doi.org/10.1080/10691316.2015.1001246.

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Uribe-Tirado, Alejandro, María Pinto, and Juan D. Machin-Mastromatteo. "Developing information literacy programs." Information Development 33, no. 5 (2017): 543–49. http://dx.doi.org/10.1177/0266666917728470.

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This article summarizes the best practices framework known as ‘75 Lessons Learned from Information Literacy Programs at Ibero-American Universities’, drawn from the study of 301 information literacy experiences in Latin American countries, Spain and Portugal. This research involved analysis of 499 documents and data triangulation with 113 interviews and 135 surveys. This comprehensive framework is a useful Ibero-American guideline for developing new information literacy programs or strengthening existing ones at a worldwide level.

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Batool Shahid, Syeda Hina, and Luanne Sinnamon. "Developing Critical Information Literacy Pedagogies in the Face of Scholarly Misconduct." Proceedings of the Association for Information Science and Technology 60, no. 1 (2023): 883–85. http://dx.doi.org/10.1002/pra2.886.

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ABSTRACTDrawing on the need to shift from competency‐based information literacy instruction to critical information literacy instruction, this study examines scholarly communication and scholarly misconduct in the health sciences based on literary evidence. We report on a qualitative systematic review of forms of scholarly misconduct in the health sciences and participants' attitudes towards these phenomena, with the goal of developing new, critical, approaches to information literacy instruction. The data synthesis process indicates there are four major areas of misconduct in health science r

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Maybee, Clarence, Jake Carlson, Maribeth Slebodnik, and Bert Chapman. "“It's in the Syllabus”: Identifying Information Literacy and Data Information Literacy Opportunities Using a Grounded Theory Approach." Journal of Academic Librarianship 41, no. 4 (2015): 369–76. http://dx.doi.org/10.1016/j.acalib.2015.05.009.

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Koltay, Tibor. "Data governance, data literacy and the management of data quality." IFLA Journal 42, no. 4 (2016): 303–12. http://dx.doi.org/10.1177/0340035216672238.

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Data governance and data literacy are two important building blocks in the knowledge base of information professionals involved in supporting data-intensive research, and both address data quality and research data management. Applying data governance to research data management processes and data literacy education helps in delineating decision domains and defining accountability for decision making. Adopting data governance is advantageous, because it is a service based on standardised, repeatable processes and is designed to enable the transparency of data-related processes and cost reducti

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Vilar, Polona, and Vlasta Zabukovec. "Research data management and research data literacy in Slovenian science." Journal of Documentation 75, no. 1 (2019): 24–43. http://dx.doi.org/10.1108/jd-03-2018-0042.

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PurposeThe purpose of this paper is to investigate the differences between scientific disciplines (SDs) in Slovenia in research data literacy (RDL) and research data management (RDM) to form recommendations regarding how to move things forward on the institutional and national level.Design/methodology/approachPurposive sample of active researchers was used from widest possible range of SD. Data were collected from April 21 to August 7, 2017, using 24-question online survey (5 demographic, 19 content questions (single/multiple choice and Likert scale type). Bivariate (ANOVA) and multivariate me

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Chaudhry, Abdus Sattar, and Sarah Al-Mahmud. "Information literacy at work." Electronic Library 33, no. 4 (2015): 760–72. http://dx.doi.org/10.1108/el-04-2014-0063.

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Purpose – The purpose of this paper was to investigate the information behaviour of Kuwaiti engineers with a focus on information sources and finding information from these sources, management of information found and re-finding of information from personal collections. Design/methodology/approach – Survey method of research was used to conduct the study. Data were collected using online questionnaire and interviews with a selected number of participants. Findings – Results indicated that engineers collected and received information from a variety of sources. They saved selected information fo

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Frank, Emily P., and Nils Pharo. "Academic Librarians in Data Information Literacy Instruction: A Case Study in Meteorology." College & Research Libraries 77, no. 4 (2016): 536–52. http://dx.doi.org/10.5860/crl.77.4.536.

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E-science has reshaped meteorology due to the rate data is generated, collected, analyzed, and stored and brought data skills to a new prominence. Data information literacy—the skills needed to understand, use, manage, share, work with, and produce data—reflects the confluence of data skills with information literacy competencies. This research assessed perceptions of data information literacy and attitudes on its instruction for graduate students in meteorology. As academic librarians have traditionally provided information literacy instruction, the research determined if they were perceived

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Faris, Maulana. "Comic for Developing Big Data Literacy." Ultimacomm: Jurnal Ilmu Komunikasi 14, no. 1 (2022): 35–51. http://dx.doi.org/10.31937/ultimacomm.v14i1.2470.

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Big data is one of the sources of information needed in responding to the challenges of very fast information needs in the era of the COVID-19 pandemic. However, communication tools are needed to build big data literacy in ordinary people in order to build public trust in big data. Comics are one of the communication tools that can embrace the wider community. Information about big data is made in the form of comic strips posted on social media, namely BPS official Facebook and Instagram. This research specifically discusses how science comics become a communication tool to build big data lite

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Ali, Muhammad Yousuf, and Joanna Richardson. "Workplace information literacy skills." Information and Learning Science 119, no. 7/8 (2018): 469–82. http://dx.doi.org/10.1108/ils-10-2017-0107.

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Purpose The purpose of this study is to investigate the level of information literacy (IL) skills competency among university library professionals in Karachi, Pakistan and to address areas of concern. Design/methodology/approach An online survey was designed, using Google Forms, to collect data from 77 academic librarians working in 25 universities in Karachi, Pakistan. The questions covered six generic attributes: library systems, information resources, searching techniques, research support, IL and generic/personal attributes. Findings The results indicate that the librarians who were surve

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Macy, Katharine V., and Heather L. Coates. "Data information literacy instruction in Business and Public Health." IFLA Journal 42, no. 4 (2016): 313–27. http://dx.doi.org/10.1177/0340035216673382.

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Employers need a workforce capable of using data to create actionable information. This requires students to develop data information literacy competencies that enable them to navigate and create meaning in an increasingly complex information world. This article examines why data information literacy should be integrated into program curricula, specifically in the instances of business and public health, and offers strategies for how it can be accomplished. We approach this as a comparative case study within undergraduate business and master of public health programs at Indiana University-Purd

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Cox, Andrew Martin, Pamela McKinney, and Paula Goodale. "Food logging: an information literacy perspective." Aslib Journal of Information Management 69, no. 2 (2017): 184–200. http://dx.doi.org/10.1108/ajim-12-2016-0208.

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Purpose The purpose of this paper is to explore the meaning of information literacy (IL) in food logging, the activity of recording food intake and monitoring weight and other health conditions that may be affected by diet, using applications (apps) accessed through mobile devices and personal computers. Design/methodology/approach Data were gathered from a small group of food logging app users through a focus group and interviews. Analysis was informed by practice theory and the growing interest in IL outside educational settings. Findings Food logging revolves around the epistemic modality o

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Inieke, Otobong. "Data Security." International Journal of Digital Literacy and Digital Competence 10, no. 4 (2019): 25–39. http://dx.doi.org/10.4018/ijdldc.2019100102.

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Data security in the information age is a critical facet in the integrity and reliability of the various information systems making up value structures of businesses, organizations etc. Aside from professionals directly involved with securing data within these systems, the importance of data security is not readily apparent to the everyday user of devices in the information systems. The purpose of this literature review is to highlight challenges related to data security and business information systems in conjunction with digital literacy. An extensive literature review was conducted with the

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Mohd Noor, Norhayati. "Humanizing Students’ Information Literacy Development." global journal al thaqafah 10, no. 2 (2020): 28–37. http://dx.doi.org/10.7187/gjat122020-4.

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Students’ ability to search, analyse, synthesise and use information often associated with students’ cognitive ability. Such a perspective has limited the knowledge on affective domain of students’ information literacy development. The study examined the interplay of affective domain in students’ information literacy development in higher learning. The study employed a qualitative research design and involved 31 lecturers, librarians and students in a public research university. Data was collected using semi-structured interviews and analysed using qualitative data analysis approach. The study

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Aljanabi, Abdulqadir Rahomee Ahmed, and Waleed K. H. Mohamed AL-Hadban. "Information literacy and learners’ satisfaction." Information and Learning Science 119, no. 11 (2018): 618–34. http://dx.doi.org/10.1108/ils-08-2018-0091.

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Purpose This paper aims to empirically examine the relationships among information literacy (IL), social networking technology usage (SNTU) and learners’ satisfaction (LS) among university students. The research also aims to determine whether SNTU has a mediating role in the relationship between IL and LS. Design/methodology/approach Based on the proposed framework, a self-administered questionnaire was adopted to gather data from students at Komar University of Science and Technology. Of a total of 520 questionnaires, 335 were returned and subsequently used for statistical analysis. The colle

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Hoffmann, Debra Anne, and Kristen LaBonte. "Meeting information literacy outcomes: Partnering with faculty to create effective information literacy assessment." Journal of Information Literacy 6, no. 2 (2012): 70. http://dx.doi.org/10.11645/6.2.1615.

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This paper outlines the attempt by librarians at California State University Channel Islands (CI) to authentically assess the information literacy levels of first-year and third-year students, their partnership with faculty from CI’s writing and rhetoric programme in receiving a grant for this endeavour, the creation of a rubric and specialised assignment to facilitate the assessment process and the initial assessment data that came from the three-year grant period. Information gathered during our pilot study suggests that student information literacy proficiency levels can been determined by

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Dai, Yun. "How many ways can we teach data literacy?" IASSIST Quarterly 43, no. 4 (2020): 1–11. http://dx.doi.org/10.29173/iq963.

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Academic Libraries are ideally positioned to teach data literacy. What is ‘data literacy’ in the first place? Is it the new information literacy? Will the ways we teach information literacy limit imaginative ways to teach data literacy? With those questions in mind, the Library of New York University Shanghai has explored multiple ways to teach data literacy to undergraduate students through university events, ‘for-class’ instruction and workshops, and online casebooks. (1) We initiated the yearlong series of events titled ‘Lying with Data’, inviting faculty across disciplines to each ad

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Huvila, Isto, Michael Olsson, Olle Sköld, Jessica Kaiser, and Lisa Andersson. "Being literate in data or practices: how paradata functions in the context of literacy." Information Research an international electronic journal 30, CoLIS (2025): 408–23. https://doi.org/10.47989/ir30colis52324.

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Introduction. Datafication of information practices underlines the importance of better understanding of data literacy and documentation. Framing data literacy as a sociocultural information practice, we draw from its conceptual affinities with the notion paradata to advance the understanding what it takes to be(come) literate, and how paradata functions in the context of literacy. Method. Theoretical discussion draws from an interviews with (N=) 33 professionals working with archaeological data. Analysis. Interview transcripts were analysed using a method based on the constant comparative met

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Haendel, Melissa A., Nicole A. Vasilevsky, and Jacqueline A. Wirz. "Dealing with Data: A Case Study on Information and Data Management Literacy." PLoS Biology 10, no. 5 (2012): e1001339. http://dx.doi.org/10.1371/journal.pbio.1001339.

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Robinson, Lyn, and David Bawden. "“The story of data”." Library Management 38, no. 6/7 (2017): 312–22. http://dx.doi.org/10.1108/lm-01-2017-0009.

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Purpose The purpose of this paper is to describe a new approach to education for library/information students in data literacy – the principles and practice of data collection, manipulation and management – as a part of the Masters programmes in library and information science (CityLIS) at City, University of London. Design/methodology/approach The course takes a socio-technical approach, integrating, and giving equal importance to, technical and social/ethical aspects. Topics covered include: the relation between data, information and documents; representation of digital data; network technol

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Liu, Fei, and Qian Zhang. "A New Reciprocal Teaching Approach for Information Literacy Education under the Background of Big Data." International Journal of Emerging Technologies in Learning (iJET) 16, no. 03 (2021): 246. http://dx.doi.org/10.3991/ijet.v16i03.20459.

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The library is an important platform for readers to acquire information, and also shoulders the responsibility to cultivate readers’ information literacy. How to enhance information literacy is a public service issue that warrants prompt solution. In this study, we establish a reciprocal teaching mode composed of four elements: teacher, student, learning content and interaction-supporting platform, based on the reciprocal teaching theory, in combination with the characteristics of information literacy training in information-based libraries, uses virtual reality (VR) technology to produce veri

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Kim, Jeonghyun, Lingzi Hong, Sarah Evans, Erin Oyler‐Rice, and Irhamni Ali. "Development and Validation of a Data Literacy Assessment Scale." Proceedings of the Association for Information Science and Technology 60, no. 1 (2023): 620–24. http://dx.doi.org/10.1002/pra2.827.

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ABSTRACTThe recognition of data literacy as an important learning outcome in higher education has led to a call for assessment tools to measure students’ data literacy. Although there has been a growing interest in the conceptualization of data literacy, the literature lacks a measuring instrument to operationalize data literacy. This study developed and validated a three‐factor, 24‐item data literacy assessment tool using a sample of 573 students from four community colleges in the United States. The data literacy scale developed in this study has respectable reliability and construct validit

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McGowan, Bethany Sheriese, Abigail Ekeigwe, and Kari Clase. "Designing and assessing a data literacy internship program for graduate health sciences students." Journal of the Medical Library Association 110, no. 4 (2023): 501–6. http://dx.doi.org/10.5195/jmla.2022.1498.

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This case study presents the results of a data internship and workshop series on data analysis in qualitative biomedical systematic reviews. In a newly developed librarian-led internship program, an intern was trained on data literacy concepts and data analysis tools and, in turn, helped recruit and train other graduate health sciences students. Due to COVID-19 restrictions, a flipped classroom model was applied to develop a completely virtual learning experience for both the intern and workshop attendees. Both the data intern and workshop participants reported improved confidence in data lite

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Kim, Junhyung. "Analysis of Computer and information Literacy in Korean Schools Using ICILS 2013 Raw Data." Korean Association for Educational Information and Media 22, no. 2 (2016): 167–93. http://dx.doi.org/10.15833/kafeiam.22.2.167.

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GRANT, ROBERT. "STATISTICAL LITERACY IN THE DATA SCIENCE WORKPLACE." STATISTICS EDUCATION RESEARCH JOURNAL 16, no. 1 (2017): 17–21. http://dx.doi.org/10.52041/serj.v16i1.207.

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Statistical literacy, the ability to understand and make use of statistical information including methods, has particular relevance in the age of data science, when complex analyses are undertaken by teams from diverse backgrounds. Not only is it essential to communicate to the consumers of information but also within the team. Writing from the perspective of a statistician who later taught himself about data visualisation and machine learning, I consider some pitfalls for ommunication and drivers of behaviour within the team. Recruiters and managers also play a part in creating a workplace wh

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Lloyd, Annemaree, and Jane Wilkinson. "Tapping into the information landscape: Refugee youth enactment of information literacy in everyday spaces." Journal of Librarianship and Information Science 51, no. 1 (2017): 252–59. http://dx.doi.org/10.1177/0961000617709058.

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The development of information literacy and learning practices in everyday spaces is explored. Data for the study was collected using photo voice technique. Data analysis was conducted using photos and analysis of group transcripts. Participants describe how they tapped into social, physical and digital sites to draw information in the process of (re) forming their information landscapes, building bridges into new communities and maintaining links with family overseas. Media formats were identified according to their appropriateness as fit for purpose, suggesting that the enactment of informat

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Son, Mihyun, and Hunkoog Jho. "Analyzing Research Trends and Relationships in AI Literacy, Digital Literacy, Data Literacy, and Knowledge Information Processing Competency through Bibliometric Analysis." Brain, Digital, & Learning 14, no. 3 (2024): 385–409. http://dx.doi.org/10.31216/bdl.20240022.

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This study explores research trends related to artificial intelligence and digital technology by focusing on four key terms: literacy, artificial intelligence literacy, digital literacy, and knowledge information processing competency. Using the RISS database, we collected papers published over the last 20 years until September 2023 and conducted a quantitative bibliometric analysis. Semantic network analysis was applied to understand the relationships, trends, and characteristics of these concepts. The findings show that digital literacy, data literacy, AI literacy, and knowledge information

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Catts, Ralph. "Indicators of adult information literacy." Journal of Information Literacy 6, no. 2 (2012): 4. http://dx.doi.org/10.11645/6.2.1746.

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Information literacy (IL), defined as the capacity to locate, evaluate and use information to create new knowledge, is a core adult life skill and an extension of the notion of functional literacy. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has identified information literacy as an essential capacity for participation in the knowledge economy and has included this construct as a strategic priority in the Information for All Programme (IFAP).To support this initiative UNESCO has commissioned research to consider whether a household survey could be used to iden

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Iskhak, Muhamad, Nora Saiva Jannana, Sara Diana, Nur Azizah, and Ita Nurmalasari. "DEVELOPING STUDENT INFORMATION LITERACY SKILL IN SENIOR HIGH SCHOOL." MANAGERIA: Jurnal Manajemen Pendidikan Islam 6, no. 1 (2021): 125–40. http://dx.doi.org/10.14421/manageria.2021.61-08.

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Filtering the abundance of information is done by providing information literacy skills. Information literacy skills need to be possessed by every student at school age to manage information as needed. The school library is one of the facilities that can equip students' information literacy skills. The school library seeks programs and activities related to information literacy. This study examines the efforts made by the library to develop information literacy skills. This research is descriptive with a qualitative approach. The research was conducted at the Ganesha Library of SMA Negeri 1 Je

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Ying, Yao. "Research on college students’ information literacy based on big data." Cluster Computing 22, S2 (2018): 3463–70. http://dx.doi.org/10.1007/s10586-018-2193-0.

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Okeji, Chukwuma Clement, Obiageli Martina Ilika, and Emmanuel Ebikabowei Baro. "Assessment of information literacy skills." Global Knowledge, Memory and Communication 69, no. 6/7 (2020): 521–35. http://dx.doi.org/10.1108/gkmc-10-2019-0130.

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Purpose The purpose of this study is to assess information literacy skills of undergraduates in Nigerian universities. Design/methodology/approach A self-assessed questionnaire was developed to collect data from the final year undergraduates in 15 universities. A total of 1,350 final year Library and Information Science (LIS) students responded to the questionnaire which was used for analysis. Findings The study revealed that the majority of the LIS final year undergraduates mostly consult journal articles, followed by internet information and online databases during their research process. Th

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Syaputra, Juni, Vismaia S Damaianti, Dadang S Anshori, Andoyo Satromiharjo, and Hakiki Elvionika. "Information Literacy: Writing Scientific Articles In Collegetall." Jurnal Onoma: Pendidikan, Bahasa, dan Sastra 11, no. 1 (2025): 1242–52. https://doi.org/10.30605/onoma.v11i1.5418.

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Students tend to experience difficulties in writing scientific papers due to a low reading and writing literacy culture, less than optimal interaction with texts, students' tendency culture, less than optimal interaction with texts, students' tendency to copy other people's work and then claim it as their work, self-correction that is not carried out, and not knowing the phases in writing scientific work. This problem is based on poor information literacy skills. Information literacy is the most important part of the process of writing a scientific paper. This study aims to describe informatio

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Palsdottir, Agusta. "Data literacy and management of research data – a prerequisite for the sharing of research data." Aslib Journal of Information Management 73, no. 2 (2021): 322–41. http://dx.doi.org/10.1108/ajim-04-2020-0110.

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PurposeThe purpose of this paper is to investigate the knowledge and attitude about research data management, the use of data management methods and the perceived need for support, in relation to participants’ field of research.Design/methodology/approachThis is a quantitative study. Data were collected by an email survey and sent to 792 academic researchers and doctoral students. Total response rate was 18% (N = 139). The measurement instrument consisted of six sets of questions: about data management plans, the assignment of additional information to research data, about metadata, standard f

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