Correct referencing of bibliographic sources is an important aspect of information literacy of students and researchers. Aiming to increase the tool applicability for the users, particularly for students and researchers, the following software improvements and new algorithms were implemented: 1) Bibliography data entry forms were updated - with the corrections in translations and selections of entry fields, the interface of the bibliographic tool in Word became more useful to the broad range of users; 2) Two new bibliographic styles were created, compatible with bibliography citation rules as defined by the Faculty of Natural Sciences and Engineering and the Faculty of Health, University of Ljubljana; 3) Two programmes were produced for import and export of bibliographic sources between Word XML and RIS formats; 4) An algorithm for bibliographic sources capture from text into Word XML was designed - indicating a solution for conversion of static text format of a bibliographic source into a structured bibliographic record; 5) An algorithm was designed for composing a bibliography style from style parameters, given in a table form – this provides a basis for the design of new bibliographic styles in BibWord format. New bibliographic styles were implemented in two formats: a) by modification of an existing built-in style, and b) by modification of a compatible bibliographic style in BibWord format. The link between the Word and the RIS bibliography format practically enables the import of bibliographic sources from online databases into Word, and transfer of bibliography into other bibliography management tools. The implementation of the algorithm for source capture will facilitate data entry for sources that only exist in a static text form, while the algorithm for the style creation will make it easier to add new styles to Word.
F.11 Development of a new service
COBISS.SI-ID: 1585500In-line with the penetration of digital technologies and applications, the term information literacy (IL) has emerged as a prerequisite to find, retrieve and evaluate information when needed. For generations born in digital-rich word, the term ‘digital natives’ was coined, to distinguish them from the older generation of ‘digital immigrants’. In a study within the project entitled “Development of information literacy of university students as a support for solving authentical science problems«, supported by the Slovenian Research Agency, the connection between IL and attributes of digital nativeness was examined. To measure levels of IL, as the outcome variable, a new instrument based on the American Library Association (ALA/ACRL) standards for higher education was developed. In addition, the following predictors that can contribute toward the development of IL were examined: a) ICT experiences; b) number of ICT-rich university courses; c) Internet confidence; and d) ICT ownership. Statistical analyses revealed that the attributes of being a digital native are poor predictors of the IL. The major findings were that: a) the number of ICT rich university courses, if they are not carefully designed to promote IL, only marginally affects IL. b) Diversity and frequency of applications used do not necessarily contribute to IL; some applications may have a positive and some even a negative effect. c) Personal ownership of ICT devices (smart phones, portable and desktop computers) has no direct effect on IL; moreover, ownership of a tablet computer may be a negative predictor. d) Thus, although personal ownership of ICT devices does have an impact on ICT experiences and Internet confidence, both are poor predictors of IL. The tentative conclusion is that digital natives are not necessarily information literate. To achieve a sufficiently high level of IL in higher education, as defined by several IL standards, a systematic approach is needed, including the promotion of information literacy hands-on and minds-on courses based on IL standards and good practices.
B.03 Paper at an international scientific conference
COBISS.SI-ID: 1594716Editorial board membership: Standing Committee (T. Bartol), Programme Committee (T. Bartol in B. Boh Podgornik)
C.06 Editorial board membership