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Cited by 102Library Science and Information LiteracyEducational Strategies and EpistemologiesInformation Science and Libraries

The DOI matches its Crossref record; 24 of the 24 references it cites were found in a registry or an index.

Is There an Information Literacy Skills Gap to Be Bridged? An Examination of Faculty Perceptions and Activities Relating to Information Literacy in the United States and England

Open access
DaCosta, Jacqui Weetman·2010·College & Research Libraries
DOI 10.5860/0710203
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Abstract

Surveys of faculty were conducted at two higher education institutions in England and the United States to ascertain their perceptions of information literacy. Faculty were also asked about the extent to which they incorporated information literacy skills into their courses. Similarities were found across the two institutions both in the importance that faculty attached to information skills and what they actually did to incorporate the skills within curricula. The results reflect an information literacy skills gap between what faculty (and librarians) want for their students and the practical reality. Librarians and faculty should work collaboratively together to bridge this gap.

Overview

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Crossref · 10.5860/0710203

Cites

24 of 24 references verified0 citation errors · 0 not checkable

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Verification

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Citations

Cites

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Metadata

Authors
DaCosta, J. W.
Affiliations
The College of New Jersey (US)
Corresponding author
DaCosta, Jacqui Weetman
Venue
College & Research Libraries
Publisher
American Library Association
Published
2010-05-01
Volume
71
Issue
3
Pages
203-222
ISSN
  • 0010-0870 (ISSN-L)
  • 2150-6701
DOI
10.5860/0710203
OpenAlex
W2101554091
Cited by
102
References
24
Citations by year
2026: 1 · 2023: 5 · 2022: 5 · 2021: 9 · 2020: 5 · 2019: 9 · 2018: 6 · 2017: 6 · 2016: 9 · 2015: 5 · 2014: 13 · 2013: 10 · 2012: 11
FWCI
72.12
Type
journal article
Language
en
Open access
Licence
cc-by-nc
Locations
  • College & Research Libraries (publishedVersion, cc-by-nc)
  • University of Derby Online Research Archive. (University of Derby) (submittedVersion)
Topics
  • Social Sciences › Library and Information Sciences › Library Science and Information Literacy
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
  • Social Sciences › Library and Information Sciences › Information Science and Libraries
Keywords
information literacy, teacher perceptions, curriculum integration, library-faculty collaboration, academic libraries, higher education

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

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Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.