Volume 6, Issue 4 (3-2020)
Human Information Interaction 2020, 6(4): 26-41 |
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Mokhtari H, Ghazizade H, Ghaffari S. Disciplinary-based (Professional) Information Literacy of Iranian Students in the Academic Year of 2017-2018. Human Information Interaction 2020; 6 (4)
URL: http://hii.khu.ac.ir/article-1-2935-en.html
URL: http://hii.khu.ac.ir/article-1-2935-en.html
Abstract: (4024 Views)
Background and Aim: Information literacy is a foundation for all information-related professional skills for preparing them for better performing their careers. This applied survey aimed at determining the rate and level of DIL skills among Iranian students in the academic year 2017-2018.
Method: A 20 item researcher-made valid and reliable questionnaire on DIL was prepared by conducting a comprehensive literature review. Questionnaires were completed by 1875 male/female students as a purposeful sample, majoring in different disciplines, academic levels at different Iranian Universities in the academic year of 2017-2018. Data was analyzed by descriptive and inferential statistics.
Findings: Findings showed that several students (39.6%) had a relatively low DIL level and the mean rate of their DIL skills was a moderate (8.34 %). Differences were significant in regard to discipline, academic levels and Universities. Further, there was no significant difference between male and female students in their DIL levels. However, there was a significant difference in DIL scores among students majoring basic sciences. Considering the educational levels, Doctorate candidates had significantly higher DIL scores than undergraduate and graduate students. Students in private Universities had significantly lower DIL scores than students in State Universities.
Conclusion: Disciplinary-based information literacy has not been very efficacious in Iranian Universities. Designing an IL-synthesized curriculum and turning toward the information literate University in training professionally information-literate students is the drive for achieving a successful higher education system in Iran.
Originality/Value: This study has equally theoretical and practical implications. Practically, depicts the general state of Iranian students' DIL levels, it can apprise Iran's higher educational system of the inevitability of drill skills as such in academic curriculum in all educational levels and scientific disciplines. As DIL is initially introduced in this study, it can be inspiring the theoretical approach of information literacy and its literature by adding a newly-emerged notion of "disciplinary-based information literacy."
Method: A 20 item researcher-made valid and reliable questionnaire on DIL was prepared by conducting a comprehensive literature review. Questionnaires were completed by 1875 male/female students as a purposeful sample, majoring in different disciplines, academic levels at different Iranian Universities in the academic year of 2017-2018. Data was analyzed by descriptive and inferential statistics.
Findings: Findings showed that several students (39.6%) had a relatively low DIL level and the mean rate of their DIL skills was a moderate (8.34 %). Differences were significant in regard to discipline, academic levels and Universities. Further, there was no significant difference between male and female students in their DIL levels. However, there was a significant difference in DIL scores among students majoring basic sciences. Considering the educational levels, Doctorate candidates had significantly higher DIL scores than undergraduate and graduate students. Students in private Universities had significantly lower DIL scores than students in State Universities.
Conclusion: Disciplinary-based information literacy has not been very efficacious in Iranian Universities. Designing an IL-synthesized curriculum and turning toward the information literate University in training professionally information-literate students is the drive for achieving a successful higher education system in Iran.
Originality/Value: This study has equally theoretical and practical implications. Practically, depicts the general state of Iranian students' DIL levels, it can apprise Iran's higher educational system of the inevitability of drill skills as such in academic curriculum in all educational levels and scientific disciplines. As DIL is initially introduced in this study, it can be inspiring the theoretical approach of information literacy and its literature by adding a newly-emerged notion of "disciplinary-based information literacy."
Keywords: Disciplinary-based Information Literacy, Professional Information Literacy, University Students, Iran.
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Abbasi, A. & Najafloo, P. (2015). The information literacy of graduate students majoring in the Agriculture College of Tarbiat Modarres University. Research in Agriculture Management Education, 34, 89-103[in Persian].
Ahmadi, M. Sharif, A & Nokarizi, M. (2016). From Information Literacy Standards FOR Higher Education to the Information Literacy Framework for Higher Education. Information and Library Research Quarterly, 6 (2), 97-119 [in Persian].
Amiri, Z. Kiani, H. & Cheshme-Sohrabi, M. (2009). Analyzing the information literacy of graduate students majoring in the University of Shar-e Kord. Informology, 6 (24), 119-144 [in Persian
Association of College and Research Libraries (2000). Information Literacy Competency Standards for Higher Education. Accessed 12 January 2018 via ACRL website at: www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm
Association of College and Research Libraries. (2015). Framework for Information Literacy for Higher Education. Accessed 11 February 2018 via ACRL website at: http://ala.org/acrl/standards/ilframework
Association of College and Research Libraries (2018). ACRL Guidelines, Standards and Frameworks by Topic. Accessed 23 May 2018 via ACRL website at: http://www.ala.org/acrl/standards/standardsguidelinestopic
Behrens, S. J. (1994). A conceptual analysis and historical overview of information literacy. College and Research Libraries, 55(4), 309-322.
Bartol, T., Dolničar, D., Podgornik, B. B., Rodič, B., & Zoranović, T. (2018). A Comparative Study of Information Literacy Skill Performance of Students in Agricultural Sciences. The Journal of Academic Librarianship, 44(3), 374-382.
Beile, O. P. (2005). Development and validation of the Beile Test of Information Literacy for Education (B-TILED). AREA Annual Conference, Montreal, Canada.
Brasley, S. S. (2008). Effective librarian and discipline faculty collaboration models for integrating information literacy into the fabric of an academic institution. New Directions for Teaching and Learning, 114, 71-88.
Breivik, P. S. (2005). 21th Century Learning and Information Literacy Change: The Magazine of Higher Learning, 37 (2), 21–27.
Brown, C. & Krumholz, L. R. (2002). Integrating information literacy into the science curriculum. College & Research Libraries, 63(2), 111-123.
Brown, C., Murphy, T. J. & Nanny, M. (2003). Turning techno-savvy into info-savvy: Authentically integrating information literacy into the college curriculum. The Journal of Academic Librarianship, 29(6), 386-398.
Bruce, C. S. (1999). Workplace experiences of information literacy. International Journal of Information Management, 19(1), 33-47.
Bruce, C S. (2004) Information Literacy as a Catalyst for Educational Change. A Background Paper. In: Danaher, Patrick A. (Ed.) Lifelong Learning: Whose Responsibility and What Is Your Contribution?", The 3rd International Lifelong Learning Conference, 13-16 June 2004, Yeppoon, Queensland.
Bruce, C. S., Edwards, S. & Lupton, M. (2006). Six frames for information literacy education: a conceptual framework for interpreting the relationships between theory and practice. Innovation in Teaching and Learning in Information and Computer Sciences, 5(1), 1-18.
Bruce, C. S., Somerville, M. M., Stoodley, I., & Partridge, H. (2013). Diversifying information literacy research: An informed learning perspective. In: Developing People’s Information Capabilities: Fostering Information Literacy in Educational, Workplace and Community Contexts (pp. 223-240). Emerald Group Publishing Limited.
Bundy, A. (2004). Australian and New Zealand information literacy framework. Principles, Standards and Practice, 2nd Edition. Sidney: Australian and New Zealand Institute for Information Literacy (ANZIIL) and Council of Australian University Librarians (CAUL). Accessed 15 May 2018 via: http://www.anziil.org/index.htm
Buzzetto-Hollywood, N., Elobaid, M. & Elobeid, M. (2018). Addressing information literacy and the digital divide in higher education. Interdisciplinary Journal of E-Learning and Learning Objects, 14(1), 77-93.
California State University (2016). Advanced Information Literacy Outcomes. Accessed 24 March 2017 via: https://www.csueastbay.edu/about/institutional-effectiveness/wasc-archive/files/pdf
Center of Research and Planning in Higher Education (2018). The Statistics on Iran Higher Education: Statistics on Students. Accessed 11 March 2017 via: http://irphe.ac.ir/content/1355
Cook, D. & Cooper, N. (Eds.). (2006). Teaching Information Literacy Skills to Social Sciences Students and Practitioners: a Casebook of Applications. Chicago: Association of College & Research Libraries.
D'Angelo, B. J. & Maid, B. M. (2004). Moving beyond definitions: Implementing information literacy across the curriculum. Journal of Academic Librarianship, 30(3), 212-217.
Derakhshan, M., & Singh, D. (2011). Integration of information literacy into the curriculum: a meta-synthesis. Library Review, 60(3), 218-229.
Dorner, D. G. & Gorman, G. E. (2006). Information literacy education in Asian developing countries: cultural factors affecting curriculum development and program delivery. IFLA Journal, 32(4), 281-293.
Eisenberg, M. B. (2008). Information literacy: Essential skills for the information age. DESIDOC Journal of Library & Information Technology, 28(2), 39-47.
Elmborg, J. (2006). Critical information literacy: Implications for instructional practice. Journal of academic librarianship, 32(2), 192-199.
Emmett, A. & Emde, J. (2007). Assessing information literacy skills using the ACRL standards as a guide. Reference Services Review, 35 (2), 210-229.
Farrell, R., & Badke, W. (2015). Situating information literacy in the disciplines: A practical and systematic approach for academic librarians. Reference Services Review, 43(2), 319-340.
Fiegen, A. M., Cherry, B. & Watson, K. (2002). Reflections on collaboration: Learning outcomes and information literacy assessment in the business curriculum. Reference Services Review, 30(4), 307-318.
Ghasemi, A. H. Davarpanah, M. R. Dayyani M. H. & Sha'bani-varaki, B. (2007). Normalization of Information Literacy Competency Standard for Iranian University Society. Studies in Education and Psychology (Special issue on Library and Information Science). 8(3), 77-99 [in Persian].
Grafstein, A. (2002). A discipline-based approach to information literacy. Journal of Academic Librarianship, 28(4), 197-204.
Gross, M. & Latham, D. (2009). Undergraduate perceptions of information literacy: Defining, attaining, and self-assessing skills. College & Research Libraries, 70(4), 336-350.
Johnston, B. & Webber, S. (2003). Information literacy in higher education: a review and case study. Studies in Higher Education, 28(3), 335-352.
Kousar M. & Mahmood K. (2013) Information literacy skills assessment of undergraduate engineering students. In: Kurbanoğlu S., Grassian E., Mizrachi D., Catts R. & Špiranec S. (eds). Worldwide Commonalities and Challenges in Information Literacy Research and Practice. ECIL 2013. Communications in Computer and Information Science, Vol 397. pp. 471-77, Springer, Cham.
Lau, J. (2006). Guidelines on Information Literacy for Lifelong Learning. IFLA, Veracruz. Retrieved 13 May 2016 via: http://libcmass.unibit.bg/ifla-guidelines-en.pdf
Lindstrom, J. & Shonrock, D. D. (2006). Faculty-librarian collaboration to achieve integration of information literacy. Reference & User Services Quarterly, 46(1), 18-23.
McGuinness, C. (2006). What faculty think–exploring the barriers to information literacy development in undergraduate education. Journal of Academic Librarianship, 32(6), 573-582.
Mackey, T. P. & Jacobson, T. E. (2011). Reframing information literacy as a meta-literacy. College & Research Libraries, 72(1), 62-78.
Maughan, P. D. (2001). Assessing information literacy among undergraduates: A discussion of the literature and the University of California-Berkeley assessment experience. College & Research Libraries, 62(1), 71-85.
Miri, E & Cheshme-Sohrabi, M. (2011). Studying the information Literacy of last-year undergraduate students majoring in Iran Science and Industry University, Arak Branch in a digital environment. Daneshshenasi (Library and Information Science and Information Technology), 4(13), 65-76. [in Persian].
Mittermeyer, D. & Qurion, D. (2003). Information literacy: Study of incoming first-year undergraduates in Quebec. Montréal: Conférence des recteurs et des principaux des universités du Québec.
Najafloo, P. Yaghoobi, J & Salahi-moghaddam, N. (2017). Studying the information literacy of graduate students majoring in agriculture: The case of Zanjan University. The Letter of Higher Education, 10 (38), 155-175 [in Persian].
Oakleaf, M. (2014). A roadmap for assessing student learning using the new framework for information literacy for higher education. Journal of Academic Librarianship, 40(5), 510-514.
Oakleaf, M. & Kaske, N. (2009). Guiding questions for assessing information literacy in higher education. Portal: Libraries and the Academy, 9(2), 273-286.
Okapi, H.N., Adomah, E. B. Sefu A. & Kalule, E. (2016). An advance information literacy program for postgraduate students. Accessed 15 March 2018 via the Repository of the University of Nigeria at: http://www.unn.edu.ng/publications/files/12468_An_advanced_information_literacy_programme_for_postgraduate_students_.pdf
Owusu-Ansah, E. K. (2004). Information literacy and higher education: Placing the academic library in the center of a comprehensive solution. Journal of Academic Librarianship, 30(1), 3-16.
Rockman, I. F. (2004). Successful strategies for integrating information literacy into the curriculum, In: Rockman, I. F. (2004). Integrating Information Literacy into the Higher Education Curriculum: Practical Models for Transformation. San Francisco : Jossey-Bass.
Saranto, K., & Hovenga, E. J. (2004). Information literacy—what it is about?: Literature review of the concept and the context. International Journal of Medical Informatics, 73(6), 503-513.
Shapiro, J. J. & Hughes, S. K. (1996). Information literacy as a liberal art? Educom Review, 31, 31-35.
Siyamak, M & Davarpanah, M. R. (2009). Designing and validating a questionnaire for measuring undergraduate students' basic information literacy. Library and Information, 12(1), 119-146 [in Persian].
Sparks, J. R., Katz, I. R. & Beile, P. M. (2016). Assessing digital information literacy in higher education: A review of existing frameworks and assessments with recommendations for next‐generation assessment. ETS Research Report Series, 2016(2), 1-33.
Spitzer, K. L., Eisenberg, M. B. & Lowe, C. A. (1998). Information Literacy: Essential Skills for the Information Age. Information Resources Publications, Syracuse University.
Talebi, B., Moradi, S., Pakdel-e Bonab, M. & Zemestani, G. (2011). Training information literacy skills in higher education curricula. Educational Science Quarterly, 4(14), 127-150 [in Persian].
Taraghghikhah-e Dilmaghani, N. & Sadeghi, M (2015). Measuring the information literacy of students majoring in Payame Noor University in Samirom, Shahr-e Za and Isfahan using ACRL standards. Daneshshenasy (Library and Information Science and Information Technology), 8(31), 1-18 [in Persian].
Tork; M., Mousavi-Chalak, A. & Hajizeinalabedini, M. (2014). Assessing the information literacy of graduate students majoring in the Natural Resource and Maritime Science of Tabriyat-e Modarres University based on ACRL standards. Information and Knowledge Management, 1(1), 46-55 [in Persian].
Tuominen, K., Savolainen, R. & Talja, S. (2005). Information literacy as a sociotechnical practice. Library Quarterly, 75(3), 329-345.
Virkus, S. (2003). Information literacy in Europe: a literature review. Information Research, 8(4). Paper No. 159. Accessed 19 October 2018 via: http://nformationr.net/ir/8-4/paper159.html
Webber, S. (2006) Information literacy in higher education. In: Stopar, K. & Rabzeljl. (Eds). Informacijska Pismenost med teorijo in prakso: vloga visokošolskih in specialnih knjižnic: Zbornik prispevkov. [Information Literacy between Theory and Practice: The Role of Academic and Special Libraries: Proceedings], Ljubljana: ZBDS. pp 9-20.
Webber, S. & Johnston, B. (2000). Conceptions of information literacy: New perspectives and implications. Journal of Information Science, 26(6), 381-397.
Yager, Z., Salisbury, F. & Kirkman, L. (2013). Assessment of information literacy skills among first year students. The International Journal of the First Year in Higher Education, 4(1). 59-71.
Yazdani, F. (2013). Which testing is appropriate for measuring the information literacy state of students majoring in Payame Noor University. Daneshshenasi (Library and Information Science and Information Technology), 6(23), 101-114 [in Persian].
Yevelson-Shorsher, A. & Bronstein, J. (2018). Three perspectives on information literacy in academia: Talking to librarians, faculty, and students. College & Research Libraries, 79(4), 535.
Zahedi-Babelan, A. & Rajabi, S. (2011). Studying students' information literacy state. Educational Technology, 5(4), 309-316 [in Persian].
Ahmadi, M. Sharif, A & Nokarizi, M. (2016). From Information Literacy Standards FOR Higher Education to the Information Literacy Framework for Higher Education. Information and Library Research Quarterly, 6 (2), 97-119 [in Persian].
Amiri, Z. Kiani, H. & Cheshme-Sohrabi, M. (2009). Analyzing the information literacy of graduate students majoring in the University of Shar-e Kord. Informology, 6 (24), 119-144 [in Persian
Association of College and Research Libraries (2000). Information Literacy Competency Standards for Higher Education. Accessed 12 January 2018 via ACRL website at: www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm
Association of College and Research Libraries. (2015). Framework for Information Literacy for Higher Education. Accessed 11 February 2018 via ACRL website at: http://ala.org/acrl/standards/ilframework
Association of College and Research Libraries (2018). ACRL Guidelines, Standards and Frameworks by Topic. Accessed 23 May 2018 via ACRL website at: http://www.ala.org/acrl/standards/standardsguidelinestopic
Behrens, S. J. (1994). A conceptual analysis and historical overview of information literacy. College and Research Libraries, 55(4), 309-322.
Bartol, T., Dolničar, D., Podgornik, B. B., Rodič, B., & Zoranović, T. (2018). A Comparative Study of Information Literacy Skill Performance of Students in Agricultural Sciences. The Journal of Academic Librarianship, 44(3), 374-382.
Beile, O. P. (2005). Development and validation of the Beile Test of Information Literacy for Education (B-TILED). AREA Annual Conference, Montreal, Canada.
Brasley, S. S. (2008). Effective librarian and discipline faculty collaboration models for integrating information literacy into the fabric of an academic institution. New Directions for Teaching and Learning, 114, 71-88.
Breivik, P. S. (2005). 21th Century Learning and Information Literacy Change: The Magazine of Higher Learning, 37 (2), 21–27.
Brown, C. & Krumholz, L. R. (2002). Integrating information literacy into the science curriculum. College & Research Libraries, 63(2), 111-123.
Brown, C., Murphy, T. J. & Nanny, M. (2003). Turning techno-savvy into info-savvy: Authentically integrating information literacy into the college curriculum. The Journal of Academic Librarianship, 29(6), 386-398.
Bruce, C. S. (1999). Workplace experiences of information literacy. International Journal of Information Management, 19(1), 33-47.
Bruce, C S. (2004) Information Literacy as a Catalyst for Educational Change. A Background Paper. In: Danaher, Patrick A. (Ed.) Lifelong Learning: Whose Responsibility and What Is Your Contribution?", The 3rd International Lifelong Learning Conference, 13-16 June 2004, Yeppoon, Queensland.
Bruce, C. S., Edwards, S. & Lupton, M. (2006). Six frames for information literacy education: a conceptual framework for interpreting the relationships between theory and practice. Innovation in Teaching and Learning in Information and Computer Sciences, 5(1), 1-18.
Bruce, C. S., Somerville, M. M., Stoodley, I., & Partridge, H. (2013). Diversifying information literacy research: An informed learning perspective. In: Developing People’s Information Capabilities: Fostering Information Literacy in Educational, Workplace and Community Contexts (pp. 223-240). Emerald Group Publishing Limited.
Bundy, A. (2004). Australian and New Zealand information literacy framework. Principles, Standards and Practice, 2nd Edition. Sidney: Australian and New Zealand Institute for Information Literacy (ANZIIL) and Council of Australian University Librarians (CAUL). Accessed 15 May 2018 via: http://www.anziil.org/index.htm
Buzzetto-Hollywood, N., Elobaid, M. & Elobeid, M. (2018). Addressing information literacy and the digital divide in higher education. Interdisciplinary Journal of E-Learning and Learning Objects, 14(1), 77-93.
California State University (2016). Advanced Information Literacy Outcomes. Accessed 24 March 2017 via: https://www.csueastbay.edu/about/institutional-effectiveness/wasc-archive/files/pdf
Center of Research and Planning in Higher Education (2018). The Statistics on Iran Higher Education: Statistics on Students. Accessed 11 March 2017 via: http://irphe.ac.ir/content/1355
Cook, D. & Cooper, N. (Eds.). (2006). Teaching Information Literacy Skills to Social Sciences Students and Practitioners: a Casebook of Applications. Chicago: Association of College & Research Libraries.
D'Angelo, B. J. & Maid, B. M. (2004). Moving beyond definitions: Implementing information literacy across the curriculum. Journal of Academic Librarianship, 30(3), 212-217.
Derakhshan, M., & Singh, D. (2011). Integration of information literacy into the curriculum: a meta-synthesis. Library Review, 60(3), 218-229.
Dorner, D. G. & Gorman, G. E. (2006). Information literacy education in Asian developing countries: cultural factors affecting curriculum development and program delivery. IFLA Journal, 32(4), 281-293.
Eisenberg, M. B. (2008). Information literacy: Essential skills for the information age. DESIDOC Journal of Library & Information Technology, 28(2), 39-47.
Elmborg, J. (2006). Critical information literacy: Implications for instructional practice. Journal of academic librarianship, 32(2), 192-199.
Emmett, A. & Emde, J. (2007). Assessing information literacy skills using the ACRL standards as a guide. Reference Services Review, 35 (2), 210-229.
Farrell, R., & Badke, W. (2015). Situating information literacy in the disciplines: A practical and systematic approach for academic librarians. Reference Services Review, 43(2), 319-340.
Fiegen, A. M., Cherry, B. & Watson, K. (2002). Reflections on collaboration: Learning outcomes and information literacy assessment in the business curriculum. Reference Services Review, 30(4), 307-318.
Ghasemi, A. H. Davarpanah, M. R. Dayyani M. H. & Sha'bani-varaki, B. (2007). Normalization of Information Literacy Competency Standard for Iranian University Society. Studies in Education and Psychology (Special issue on Library and Information Science). 8(3), 77-99 [in Persian].
Grafstein, A. (2002). A discipline-based approach to information literacy. Journal of Academic Librarianship, 28(4), 197-204.
Gross, M. & Latham, D. (2009). Undergraduate perceptions of information literacy: Defining, attaining, and self-assessing skills. College & Research Libraries, 70(4), 336-350.
Johnston, B. & Webber, S. (2003). Information literacy in higher education: a review and case study. Studies in Higher Education, 28(3), 335-352.
Kousar M. & Mahmood K. (2013) Information literacy skills assessment of undergraduate engineering students. In: Kurbanoğlu S., Grassian E., Mizrachi D., Catts R. & Špiranec S. (eds). Worldwide Commonalities and Challenges in Information Literacy Research and Practice. ECIL 2013. Communications in Computer and Information Science, Vol 397. pp. 471-77, Springer, Cham.
Lau, J. (2006). Guidelines on Information Literacy for Lifelong Learning. IFLA, Veracruz. Retrieved 13 May 2016 via: http://libcmass.unibit.bg/ifla-guidelines-en.pdf
Lindstrom, J. & Shonrock, D. D. (2006). Faculty-librarian collaboration to achieve integration of information literacy. Reference & User Services Quarterly, 46(1), 18-23.
McGuinness, C. (2006). What faculty think–exploring the barriers to information literacy development in undergraduate education. Journal of Academic Librarianship, 32(6), 573-582.
Mackey, T. P. & Jacobson, T. E. (2011). Reframing information literacy as a meta-literacy. College & Research Libraries, 72(1), 62-78.
Maughan, P. D. (2001). Assessing information literacy among undergraduates: A discussion of the literature and the University of California-Berkeley assessment experience. College & Research Libraries, 62(1), 71-85.
Miri, E & Cheshme-Sohrabi, M. (2011). Studying the information Literacy of last-year undergraduate students majoring in Iran Science and Industry University, Arak Branch in a digital environment. Daneshshenasi (Library and Information Science and Information Technology), 4(13), 65-76. [in Persian].
Mittermeyer, D. & Qurion, D. (2003). Information literacy: Study of incoming first-year undergraduates in Quebec. Montréal: Conférence des recteurs et des principaux des universités du Québec.
Najafloo, P. Yaghoobi, J & Salahi-moghaddam, N. (2017). Studying the information literacy of graduate students majoring in agriculture: The case of Zanjan University. The Letter of Higher Education, 10 (38), 155-175 [in Persian].
Oakleaf, M. (2014). A roadmap for assessing student learning using the new framework for information literacy for higher education. Journal of Academic Librarianship, 40(5), 510-514.
Oakleaf, M. & Kaske, N. (2009). Guiding questions for assessing information literacy in higher education. Portal: Libraries and the Academy, 9(2), 273-286.
Okapi, H.N., Adomah, E. B. Sefu A. & Kalule, E. (2016). An advance information literacy program for postgraduate students. Accessed 15 March 2018 via the Repository of the University of Nigeria at: http://www.unn.edu.ng/publications/files/12468_An_advanced_information_literacy_programme_for_postgraduate_students_.pdf
Owusu-Ansah, E. K. (2004). Information literacy and higher education: Placing the academic library in the center of a comprehensive solution. Journal of Academic Librarianship, 30(1), 3-16.
Rockman, I. F. (2004). Successful strategies for integrating information literacy into the curriculum, In: Rockman, I. F. (2004). Integrating Information Literacy into the Higher Education Curriculum: Practical Models for Transformation. San Francisco : Jossey-Bass.
Saranto, K., & Hovenga, E. J. (2004). Information literacy—what it is about?: Literature review of the concept and the context. International Journal of Medical Informatics, 73(6), 503-513.
Shapiro, J. J. & Hughes, S. K. (1996). Information literacy as a liberal art? Educom Review, 31, 31-35.
Siyamak, M & Davarpanah, M. R. (2009). Designing and validating a questionnaire for measuring undergraduate students' basic information literacy. Library and Information, 12(1), 119-146 [in Persian].
Sparks, J. R., Katz, I. R. & Beile, P. M. (2016). Assessing digital information literacy in higher education: A review of existing frameworks and assessments with recommendations for next‐generation assessment. ETS Research Report Series, 2016(2), 1-33.
Spitzer, K. L., Eisenberg, M. B. & Lowe, C. A. (1998). Information Literacy: Essential Skills for the Information Age. Information Resources Publications, Syracuse University.
Talebi, B., Moradi, S., Pakdel-e Bonab, M. & Zemestani, G. (2011). Training information literacy skills in higher education curricula. Educational Science Quarterly, 4(14), 127-150 [in Persian].
Taraghghikhah-e Dilmaghani, N. & Sadeghi, M (2015). Measuring the information literacy of students majoring in Payame Noor University in Samirom, Shahr-e Za and Isfahan using ACRL standards. Daneshshenasy (Library and Information Science and Information Technology), 8(31), 1-18 [in Persian].
Tork; M., Mousavi-Chalak, A. & Hajizeinalabedini, M. (2014). Assessing the information literacy of graduate students majoring in the Natural Resource and Maritime Science of Tabriyat-e Modarres University based on ACRL standards. Information and Knowledge Management, 1(1), 46-55 [in Persian].
Tuominen, K., Savolainen, R. & Talja, S. (2005). Information literacy as a sociotechnical practice. Library Quarterly, 75(3), 329-345.
Virkus, S. (2003). Information literacy in Europe: a literature review. Information Research, 8(4). Paper No. 159. Accessed 19 October 2018 via: http://nformationr.net/ir/8-4/paper159.html
Webber, S. (2006) Information literacy in higher education. In: Stopar, K. & Rabzeljl. (Eds). Informacijska Pismenost med teorijo in prakso: vloga visokošolskih in specialnih knjižnic: Zbornik prispevkov. [Information Literacy between Theory and Practice: The Role of Academic and Special Libraries: Proceedings], Ljubljana: ZBDS. pp 9-20.
Webber, S. & Johnston, B. (2000). Conceptions of information literacy: New perspectives and implications. Journal of Information Science, 26(6), 381-397.
Yager, Z., Salisbury, F. & Kirkman, L. (2013). Assessment of information literacy skills among first year students. The International Journal of the First Year in Higher Education, 4(1). 59-71.
Yazdani, F. (2013). Which testing is appropriate for measuring the information literacy state of students majoring in Payame Noor University. Daneshshenasi (Library and Information Science and Information Technology), 6(23), 101-114 [in Persian].
Yevelson-Shorsher, A. & Bronstein, J. (2018). Three perspectives on information literacy in academia: Talking to librarians, faculty, and students. College & Research Libraries, 79(4), 535.
Zahedi-Babelan, A. & Rajabi, S. (2011). Studying students' information literacy state. Educational Technology, 5(4), 309-316 [in Persian].
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