Skip to main content
SpringerLink
Log in

Examining Subject-Specific Information Literacy Elements on Economics and Business Administration for Use in a MOOC

  • Conference paper
  • First Online:
Information Literacy in Everyday Life (ECIL 2018)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 989))

Included in the following conference series:

Abstract

Recent literature on developing Information Literacy (IL) of students suggests that curricula should not only involve generic skills, but also knowledge about subject-specific content and research practices. While there are already several studies examining subject-specific IL in various contexts, no thorough analysis has been performed so far to identify the main resources that are addressed in various IL teaching materials for economics and business administration. Therefore, this paper presents a qualitative content analysis of several subject-specific teaching materials on IL for economics and business administration, available either as books or as publicly accessible online resources. The results reveal a strong focus of subject-specific IL teaching materials for economics and business administration on fact databases. In an additional step, the results of the analysis are used to suggest the content of a subject-specific extension on economics and business administration for a generic MOOC (Massive Open Online Course).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Tiefel, V.M.: Library user education: examining its past, projecting its future. Libr. Trends 44(2), 318–338 (1995)

    Google Scholar 

  2. Ala-Mutka, K.: Mapping Digital Competence: Towards a Conceptual Understanding. Joint Research Center, Luxembourg (2011). http://ftp.jrc.es/EURdoc/JRC67075_TN.pdf

  3. ACRL: Framework for Information Literacy for Higher Education. Association of College and Research Libraries, Chicago (2016). http://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/infolit/framework.pdf

  4. Bruce, C.S.: Workplace experiences of information literacy. Int. J. Inf. Manag. 19(1), 33–47 (1999). https://doi.org/10.1016/S0268-4012(98)00045-0

    Article  Google Scholar 

  5. Edmunds, A., Morris, A.: The problem of information overload in business organisations. A review of the literature. Int. J. Inf. Manag. 20(1), 17–28 (2000). https://doi.org/10.1016/s0268-4012(99)00051-1

    Article  Google Scholar 

  6. Klusek, L., Bornstein, J.: Information literacy skills for business careers. J. Bus. Financ. Libr. 11(4), 3–21 (2006). https://doi.org/10.1300/J109v11n04_02

    Article  Google Scholar 

  7. Grafstein, A.: A discipline-based approach to information literacy. J. Acad. Libr. 28(4), 197–204 (2002). https://doi.org/10.1016/S0099-1333(02)00283-5

    Article  Google Scholar 

  8. Secker, J., Coonan, E.: Rethinking Information Literacy: A Practical Framework for Supporting Learning. Facet Publishing, London (2013)

    Google Scholar 

  9. Rubinić, D., Stričević, I., Juric, M.: Information literacy course – the perception of students and professors: University of Zadar case. In: Kurbanoğlu, S., Grassian, E., Mizrachi, D., Catts, R., Špiranec, S. (eds.) ECIL 2013. CCIS, vol. 397, pp. 528–534. Springer, Cham (2013). https://doi.org/10.1007/978-3-319-03919-0_71

    Chapter  Google Scholar 

  10. Maurer, A., Schlögl, C., Dreisiebner, S.: Comparing information literacy of student beginners among different branches of study. Libellarium 9(2), 309–319 (2016)

    Google Scholar 

  11. Katz, I.R., Haras, C., Blaszczynski, C.: Does business writing require information literacy? Bus. Commun. Q. 73(2), 135–149 (2010). https://doi.org/10.1177/1080569910365892

    Article  Google Scholar 

  12. Conley, T.M., Gil, E.L.: Information literacy for undergraduate business students: examining value, relevancy, and implications for the new century. J. Bus. Financ. Libr. 16(3), 213–228 (2011). https://doi.org/10.1080/08963568.2011.581562

    Article  Google Scholar 

  13. Atwong, C.T., Heichman Taylor, L.J.: Integrating information literacy into business education: a successful case of faculty-librarian collaboration. J. Bus. Financ. Libr. 13(4), 433–448 (2008). https://doi.org/10.1080/08963560802202227

    Article  Google Scholar 

  14. McInnis Bowers, C., Chew, B., Bowers, M., Ford, C., Smith, C., Herrington, C.: Interdisciplinary synergy: a partnership between business and library faculty and its effects on students’ information literacy. J. Bus. Financ. Libr. 14(2), 110–127 (2009). https://doi.org/10.1080/08963560802362179

    Article  Google Scholar 

  15. Creed-Dikeogu, G., Clark, C.: Are you MOOC-ing yet? A review for academic libraries. Kans. Libr. Assoc. Coll. Univ. Libr. Sect. Proc. 3(1), 9–13 (2013). https://doi.org/10.4148/culs.v1i0.1830

    Article  Google Scholar 

  16. Georgy, U.: Bibliotheken als partner für hersteller und anbieter von MOOCs. In: b.i.t.online – Bibliothek, Information, Technologie, vol. 18, no. 5, p. 418 (2015)

    Google Scholar 

  17. Gore, H.: Massive Open Online Courses (MOOCs) and their impact on academic library services: exploring the issues and challenges. New Rev. Acad. Libr. 20(1), 4–28 (2014). https://doi.org/10.1080/13614533.2013.851609

    Article  Google Scholar 

  18. Veletsianos, G., Shepherdson, P.: A systematic analysis and synthesis of the empirical MOOC literature published in 2013–2015. Int. Rev. Res. Open Distrib. Learn. 17(2), (2016). http://www.irrodl.org/index.php/irrodl/article/view/2448/3655

  19. Gabel, M.: MOOCs – Massive Open Online Courses. EUA Occasional Papers. European University Association, Brussels (2013). http://www.eua.be/Libraries/Publication/EUA_Occasional_papers_MOOCs.sflb.ashx

  20. Dreisiebner, S., Mandl, T.: Entwicklung und Evaluierung einer Plattform zur Vermittlung von Informationskompetenz: Vorstellung des von der Europäischen Union geförderten Projekts „Information Literacy Online“. Bibliotheksdienst 51(9), 763–770 (2017)

    Article  Google Scholar 

  21. Kanter, J.: Ten hot information technology (IT) issues and what makes them hot. Inf. Strat.: Executive’s J. 19(3), 23–36 (2003)

    Google Scholar 

  22. Drucker, P.F.: Managing in the Next Society, 1st edn. St. Martin’s Griffin, New York (2003)

    Google Scholar 

  23. Mezick, E.M., Hiris, L.: Using rubrics for assessing information literacy in the finance classroom: a Collaboration. J. Bus. Financ. Libr. 21(2), 95–113 (2016). https://doi.org/10.1080/08963568.2016.1169970

    Article  Google Scholar 

  24. Skipton, M.D., Bail, J.: Cognitive processes and information literacy: some initial results from a survey of business students’ learning activities. J. Bus. Financ. Libr. 19(3), 181–233 (2014). https://doi.org/10.1080/08963568.2014.915080

    Article  Google Scholar 

  25. Cooney, M.: Business Information Literacy Instruction. J. Bus. Financ. Libr. 11(1), 3–25 (2005). https://doi.org/10.1300/J109v11n01_02

    Article  Google Scholar 

  26. Detlor, B., Julien, H., Willson, R., Serenko, A., Lavallee, M.: Learning outcomes of information literacy instruction at business schools. J. Am. Soc. Inf. Sci. 62(3), 572–585 (2011). https://doi.org/10.1002/asi.21474

    Article  Google Scholar 

  27. Griffis, P.J.: Information literacy in business education experiential learning programs. J. Bus. Financ. Libr. 19(4), 333–341 (2014). https://doi.org/10.1080/08963568.2014.952987

    Article  Google Scholar 

  28. Fiegen, A.M., Cherry, B., Watson, K.: Reflections on collaboration: learning outcomes and information literacy assessment in the business curriculum. Ref. Serv. Rev. 30(4), 307–318 (2002). https://doi.org/10.1108/00907320210451295

    Article  Google Scholar 

  29. Kirinić, V., Schlögl, C., Virkus, S.: Perception of information literacy among faculty at the University of Graz, Tallinn University, and University of Zagreb. In: Kurbanoğlu, S., Boustany, J., Špiranec, S., Grassian, E., Mizrachi, D., Roy, L. (eds.) ECIL 2015. CCIS, vol. 552, pp. 467–477. Springer, Cham (2015). https://doi.org/10.1007/978-3-319-28197-1_47

    Chapter  Google Scholar 

  30. Austrian Library Network Search Engine. http://search.obvsg.at

  31. Mayring, P.: Qualitative content analysis: forum qualitative sozialforschung/forum. Qual. Soc. Res. 1(2), Art. 20 (2000). http://nbn-resolving.de/urn:nbn:de:0114-fqs0002204

  32. DaCosta, J.W.: 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. Coll. Res. Libr. 71(3), 203–222 (2010). https://doi.org/10.5860/0710203

    Article  Google Scholar 

  33. Johnston, B., Weber, S.: Information literacy in higher education: a review and case study. Stud. High. Educ. 28(3), 335–352 (2003)

    Article  Google Scholar 

  34. Stonebraker, I., Maxwell, C., Garcia, K., Jerrit, J.: Realizing critical business information literacy: opportunities, definitions, and best practices. J. Bus. Financ. Libr. 22(2), 135–148 (2017). https://doi.org/10.1080/08963568.2017.1288519

    Article  Google Scholar 

  35. McCabe, D.L., Trevino, L.K.: Cheating among business students: a challenge for business leaders and educators. J. Manag. Educ. 19(2), 205–218 (1995). https://doi.org/10.1177/105256299501900205

    Article  Google Scholar 

Download references

Acknowledgements

This work has been supported by the Erasmus+Program of the European Commission (Grant Agreement No. 2016-1-AT01-KA203-016762). The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Author information

Authors and Affiliations

  1. University of Graz, Graz, Austria

    Stefan Dreisiebner

Authors
  1. Stefan Dreisiebner
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Stefan Dreisiebner .

Editor information

Editors and Affiliations

  1. Department of Information Management, Faculty of Letters, Hacettepe University, Beytepe, Ankara, Turkey

    Serap Kurbanoğlu

  2. Department of Information and Communication Sciences, Faculty of Humanities and Social Sciences, University of Zagreb, Zagreb, Croatia

    Sonja Špiranec

  3. Department of Information Management, Faculty of Letters, Hacettepe University, Beytepe, Ankara, Turkey

    Yurdagül Ünal

  4. University of Paris-Est, Champs-sur-Marne, France

    Joumana Boustany

  5. Department of Information and Communication Studies, Faculty of Humanities, University of Oulu, Oulu, Finland

    Maija Leena Huotari

  6. Department of Information Studies , University of California Los Angeles, Los Angeles, CA, USA

    Esther Grassian

  7. Charles E. Young Research Library, University of California Los Angeles, Los Angeles, CA, USA

    Diane Mizrachi

  8. School of Information, The University of Texas at Austin, Austin, TX, USA

    Loriene Roy

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Dreisiebner, S. (2019). Examining Subject-Specific Information Literacy Elements on Economics and Business Administration for Use in a MOOC. In: Kurbanoğlu, S., et al. Information Literacy in Everyday Life. ECIL 2018. Communications in Computer and Information Science, vol 989. Springer, Cham. https://doi.org/10.1007/978-3-030-13472-3_41

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-13472-3_41

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-13471-6

  • Online ISBN: 978-3-030-13472-3

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation