Promoting and Teaching Information Literacy on the Internet: Surveying the Web Sites of 264 Academic Libraries in North America
Bibliographic record
Abstract
A survey was conducted between July and November 2012 to determine how academic libraries in the United States and Canada marketed and delivered information literacy on the Web. A random sample of 264 institutions was taken from Peterson's Four-Year Colleges 2012, and the authors checked each Web site of the academic libraries of the institutions in the sample for instruction-related activities. Only 65 percent of the libraries in the sample advertised library instruction as a service on the Web, while 64 percent of the libraries boasted research guides and tutorials. Sixteen percent of the libraries provided direct links to ACRL's Information Literacy Competency Standards for Higher Education, and 24 percent made an effort to explain and define the term “information literacy” to their users. The authors hope the findings can help determine how academic libraries are currently using the Internet to increase information literacy on the Web and set a new platform for better strategies for advocating information literacy.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.006 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".