International Journal of Academic Research in Business and Social Sciences

search-icon

Development of WebOPAC Training Information Literacy Scale

Open access
Many studies proved that WebOPAC training during library orientation programs contributes most to individual’s information literacy skills development. The irony is that there is no standard measurement on this WebOPAC training which measures the scores of information literacy skills. Therefore, the purpose of this study is to develop a scale to measure the information literacy skills for WebOPAC training. This scale is based on standard one, standard two, standard three and standard five of the Association of College and Research Libraries (ACRL) information literacy competency standards which is expected to assist institutions in identifying library users’ ability to locate, evaluate, and use information effectively when it is needed. Information literacy competency standards of the instrument were tested with a group of thirty (30) first year degree students. Exploratory factor analysis and Cronbach’s alpha internal reliability coefficient were used to measure reliability and validity of the scale. Finally, a valid and reliable 28-item WebOPAC training information literacy scale was developed which could be a guideline to future information professionals, librarians, and researchers in measuring individual’s information literacy skills during WebOPAC teaching and learning sessions.
ACRL. (2014). Framework for information literacy for higher education (June 2014 draft).
ACRL. (2011). Standards for libraries in higher education. Retrieved from http://www.ala.org/acrl/ standards/standardlibraries
ACRL. (2000). Information literacy competency standards for higher education. Retrieved from http://www.ala.org/acrl/standards/standardlibraries
Ali, R., Abu-hassan, N., Md Daud, M. Y., & Jusoff, K. (2010). Information literacy skills of engineering students. International of Research and Reviews in Applied Science, 5(3), 264–270.
Anunobi, C., & Udem, O. K. (2014). Information literacy competencies: A conceptual analysis. Journal of Applied Information Science and Technology, 7(2), 64–80.
Baro, E., & Keboh, T. (2012). Teaching and fostering information literacy programmes: A survey of five university libraries in Africa. The Journal of Academic Librarianship, 38(5), 311–315. https://doi.org/10..1016/j.acalib.2012
Baroutian, S., & Kensington-Miller, B. (2015). Information literacy?: The impact of a hands-on workshop for international postgraduate students. Education for Chemical Engineers, 14(6), 16–23. https://doi.org/10.1016/j.ece.2015.10.001
Cordell, R. M. (2013). Information literacy and digital literacy. Communications in Information Literacy, 7(2), 126–136.
Derakhshan, M., Hassanzadeh, M., & Nazari, M. (2015). Developing information literate librarians: A study of LIS academics pedagogical approaches in the development of information literacy competencies. Journal of Academic Librarianship, 777–785.
https://doi.org/10.1016/j.acalib.2015.08.021
Edzan, N. N. (2008). Information literacy development in Malaysia: A review, information literacy development in Malaysia, 58, 265–280.
Enterprises, C. (2012). Results of the Standardized Assessment of Information Literacy Skills (SAILS) for University of Pittsburgh. Pittsburgh: Carrick Enterprises, Inc Publisher.
Erfanmanesh, M., Abrizah, A. & Karim, N. H. A (2012). Development and validation of the information seeking anxiety scale. Malaysian Journal of Library & Information Science, 17(1), 21-39.
Fister, B. (2015). The liminal library: Making our libraries sites of transformative learning. The Liminal Library. Newcastle University: LILAC Publisher.
Forster, M. (2013). A phenomenographic investigation into Information Literacy in nursing practice - preliminary findings and methodological issues. Nurse Education Today, 33(10), 1237–1241. https://doi.org/10.1016/j.nedt.2012.05.027
Grau, G. J., Archambault, S. G., Acosta, E. S., & Mclean, L. (2016). Patience, persistence, and process: Embedding a campus-wide information literacy program across the curriculum. The Journal of Academic Librarianship, 42(6), 750–756. https://doi.org/10.1016/j.acalib.2016.10.013
Gregory, A. S., & Broussard, M. J. S. (2011). Unraveling the ‘Mystery’ of the library: A ‘Big Games’ approach to library orientation. Proceedings of Association of College and Research Libraries (ACRL) Conference, (pp. 471–476). Philadelphia, Pennsylvania.
Gross, M., & Latham, D. (2009). Undergraduate perceptions of information literacy: Defining, attaining, and self-assessing skills. College and Research Libraries. Retrieved from http://diginole.lib.fsu.edu/islandora/object/fsu%3A207203
Gullikson, S. (2006). Faculty perceptions of ACRL’s information literacy competency standards for higher education. The Journal of Academic Librarianship, 32(6), 583–592. http://doi.org/10.1016/j.acalib.2006.06.001
Husaini, H., Aziz, R. A., Karim, M. D. A., Jamin, J., & Saad, D. M. S. M. (2011). Keperluan modul literasi maklumat di perpustakaan akademik di Malaysia: Kajian kes (pp. 267–287).
Information Literacy Standards Committee, A. (2012). The charge of the ACRL information literacy competency standards review task force. http://connect.ala.org/node/140464
Jyoon, M. C. L., & Ibrahim, M. Y. (2015). Information literacy for sustainable advancement: Malaysian experience (pp.1–11). http://myrepositori.pnm.gov.my
In-Text Citation: (Ismail & Mamat, 2020)
To Cite this Article: Ismail, M. N., & Mamat, N. (2020). Development of WebOPAC Training Information Literacy Scale. International Journal of Academic Research in Business and Social Sciences, 9(13), 368–388.