Information literacy in everyday life 6th european conference, ECIL 2018, oulu, finland, september 24 27, 2018, revised

Serap Kurbanoğlu · Sonja Špiranec
Yurdagül Ünal · Joumana Boustany
Maija Leena Huotari · Esther Grassian
Diane Mizrachi · Loriene Roy (Eds.)

Communications in Computer and Information Science

Information Literacy
in Everyday Life
6th European Conference, ECIL 2018
Oulu, Finland, September 24–27, 2018
Revised Selected Papers

123

989


Communications
in Computer and Information Science
Commenced Publication in 2007
Founding and Former Series Editors:
Phoebe Chen, Alfredo Cuzzocrea, Xiaoyong Du, Orhun Kara, Ting Liu,
Dominik Ślęzak, and Xiaokang Yang

Editorial Board
Simone Diniz Junqueira Barbosa
Pontifical Catholic University of Rio de Janeiro (PUC-Rio),
Rio de Janeiro, Brazil
Joaquim Filipe
Polytechnic Institute of Setúbal, Setúbal, Portugal

Ashish Ghosh
Indian Statistical Institute, Kolkata, India
Igor Kotenko
St. Petersburg Institute for Informatics and Automation of the Russian
Academy of Sciences, St. Petersburg, Russia
Krishna M. Sivalingam
Indian Institute of Technology Madras, Chennai, India
Takashi Washio
Osaka University, Osaka, Japan
Junsong Yuan
University at Buffalo, The State University of New York, Buffalo, USA
Lizhu Zhou
Tsinghua University, Beijing, China

989


More information about this series at />

Serap Kurbanoğlu Sonja Špiranec
Yurdagül Ünal Joumana Boustany
Maija Leena Huotari Esther Grassian
Diane Mizrachi Loriene Roy (Eds.)
•

•

•

•

Information Literacy
in Everyday Life
6th European Conference, ECIL 2018
Oulu, Finland, September 24–27, 2018
Revised Selected Papers

123


Editors
Serap Kurbanoğlu
Department of Information Management,
Faculty of Letters
Hacettepe University
Beytepe, Ankara, Turkey
Sonja Špiranec
Department of Information
and Communication Sciences,
Faculty of Humanities and Social Sciences
University of Zagreb
Zagreb, Croatia
Yurdagül Ünal
Department of Information Management,
Faculty of Letters
Hacettepe University
Beytepe, Ankara, Turkey
Joumana Boustany
University of Paris-Est
Champs-sur-Marne, France

Maija Leena Huotari
Department of Information
and Communication Studies,
Faculty of Humanities
University of Oulu
Oulu, Finland
Esther Grassian
Department of Information Studies
University of California Los Angeles
Los Angeles, CA, USA
Diane Mizrachi
Charles E. Young Research Library
University of California Los Angeles
Los Angeles, CA, USA
Loriene Roy
School of Information
The University of Texas at Austin
Austin, TX, USA

ISSN 1865-0929
ISSN 1865-0937 (electronic)
Communications in Computer and Information Science
ISBN 978-3-030-13471-6
ISBN 978-3-030-13472-3 (eBook)
/>Library of Congress Control Number: 2019931953
© Springer Nature Switzerland AG 2019
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Preface

The 6th European Conference on Information Literacy (ECIL) was co-organized by the
Department of Information Management of Hacettepe University, Turkey, Department
of Information and Communication Sciences of Zagreb University, Croatia, the
Information Literacy Association (InLitAs), France, and the Department of Information
and Communication Studies of University of Oulu. ECIL 2018 aimed to bring together
researchers, information professionals, employers, media specialists, educators,
policymakers and all related parties from around the world to exchange knowledge and
experience and discuss current issues and recent developments.
The main theme of the sixth conference was “Information Literacy in Everyday
Life.” In all, 241 proposals were submitted to the conference. Contributions came from
43 different countries (Australia, Austria, Belgium, Brazil, Bulgaria, Canada, China,
Croatia, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hong
Kong, Iceland, India, Ireland, Italy, Japan, Latvia, Lithuania, Mexico, Moldova,
The Netherlands, Norway, Poland, Portugal, Qatar, Romania, Singapore, Slovakia,

Slovenia, South Africa, Spain, Sweden, Switzerland, Turkey, Ukraine, UAE, UK, and
USA).
All submissions were subjected to a double-blind review process. This book consists
of a total of 58 selected papers that address many different issues.
Starting with the host organization, the Department of Information and Communication Studies of University of Oulu, we are grateful to many organizations for their
support. We would like to express our deep gratitude to all sponsors for their generous
support. Our special thanks go to UNESCO and IFLA, two major organizations that
have contributed tremendously to the development of information literacy, for their
patronage.
We would like to take this opportunity to thank conference keynote speakers Peter
Bath, Karen E. Fisher, and Frans Mäyrä; invited speaker Kristiina Kumpulainen; the
authors and presenters of papers, best practices, PechaKuchas, posters, workshops; and
the session chairs. We would like to thank and acknowledge the hard work of the
members of the Standing and Program Committees, who invested their time generously
to make this event happen.
Our editorial team Sonja Špiranec, Yurdagül Ünal, Joumana Boustany, and
Maija-Leena Huotari as well as language editors Esther Grassian, Diane Mizrachi, and
Loriene Roy should also be acknowledged here. Special thanks for their hard work
and valuable editorial contributions.
Last but not least we would like to thank the local Organizing Committee.
January 2019

Serap Kurbanoğlu


Organization

The European Conference on Information Literacy (ECIL) 2018 was co-organized by
the Department of Information Management of Hacettepe University, the Department
of Information and Communication Sciences of Zagreb University, the Information

Literacy Association (InLitAs), and the Department of Information and Communication Studies of the University of Oulu.

Standing Committee
Paul G. Zurkowski
(Honorary Chair)
Serap Kurbanoğlu
(General Co-chair)
Sonja Špiranec
(General Co-chair)
Joumana Boustany
(General Co-chair)
Maija-Leena Huotari
(Co-chair for ECIL 2018)
Szarina Abdullah
Buket Akkoyunlu
Aharon Aviram
George Awad
Tomaz Bartol
Athina Basha
David Bawden
Dilara Begum
Albert K. Boekhorst
Alexander Botte
Christine Bruce
Mersini Moreleli-Cacouris
Maria Carme Torras Calvo
Toni Carbo
Paola De Castro
Ralph Catts
Jerald Cavanagh

Kunjilika Chaima
Samuel Kai Wah Chu
Ioannis Clapsopoulos

USA
Hacettepe University, Turkey
University of Zagreb, Croatia
Paris-Est Marne-la-Vallée University, France
University of Oulu, Finland
MARA Technology University, Malaysia
Hacettepe University, Turkey
Ben-Gurion University, Israel
UNESCO Regional Office, Lebanon
University of Ljubljana, Slovenia
Albanian Library Association, Albania
City University, UK
East West University, Bangladesh
University of Pretoria, South Africa
German Institute for International Educational
Research, Germany
Queensland University of Technology, Australia
Alexander Technological Education Institute
of Thessaloniki, Greece
Bergen University, Norway
Drexel University, USA
National Institute of Health, Italy
University of Stirling, UK
Limerick Institute of Technology, Ireland
University of Montreal, Canada
University of Hong Kong, SAR China

University of Thessaly, Greece


VIII

Organization

John Crawford
Gülçin Cribb
Lenka Danevska
Lourense H. Das
Senada Dizdar
Noraida Dominguez
Elisabeth Adriana Dudziak
Michael B. Eisenberg
Susana Finquelievich
Almuth Gastinger
Natalia Gendina
Nieves González
Esther Grassian
Eystein Gullbekk
Thomas Hapke
Päivi Helminen
Jos van Helvoort
Forest Woody Horton
Bill Johnston
László Z. Karvalics
Irmgarda
Kasinskaite-Buddeberg
Anthi Katsirikou

Padraig Kirby
Tibor Koltay
Rumyana Koycheva
Carol C. Kuhlthau
Claudio Laferlac
Hana Landová
Ane Landøy
Jesús Lau
Anne Lehmans
Louise Limberg
Vincent Liquete
Annemaree Lloyd
Szu-chia Scarlett Lo
Latifa Mammadova
Luisa Marquardt
Vanessa Middleton
Muhammad Sajid Mirza
Theophilus E. Mlaki
María Pinto Molina

Independent Information Professional, UK
Singapore Management University, Singapore
Central Medical Library, Republic of Macedonia
ENSIL Foundation, The Netherlands
University of Sarajevo, Bosnia and Herzegovina
University of Puerto Rico, Puerto Rico
University of Sao Paulo, Brazil
University of Washington, USA
University of Buenos Aires, Argentina
University of Science and Technology Trondheim,

Norway
Kemerovo State University of Culture and Arts, Russia
University of Seville, Spain
University of California, Los Angeles, USA
Oslo University, Norway
Hamburg University of Technology, Germany
Helsinki University, Finland
The Hague University, The Netherlands
International Library and Information Consultant, USA
University of Strathclyde, UK
University of Szeged, Hungary
Knowledge Societies Division, UNESCO
University of Piraeus, Greece
Limerick Institute of Technology, Ireland
Szent István University, Hungary
Global Libraries, Bulgaria
Rutgers University, USA
University of Malta, Malta
Association of Libraries of Czech Universities,
Czech Republic
University of Bergen, Norway
Veracruzana University, Mexico
University of Bordeaux, France
University of Borås, Sweden
University of Bordeaux, France
Charles Sturt University, Australia
National Chung-hsing University, Taiwan
Ministry of Culture and Tourism,
Republic of Azerbaijan
Roma Tre University, Italy

Petroleum Institute, United Arab Emirates
International Islamic University, Pakistan
Consultant ICT for Development, Tanzania
Granada University, Spain


Organization

Camilla Moring
Rajen Munoo
Mitsuhiro Oda
Anna Onkovich
Chido Onumah
Heike vom Orde
Judith Peacock
Zdravka Pejova
Manuel Pinto
Gloria Ponjuan
Maria Próchnicka
Angela Repanovici
Laurie Ortiz Rivera
Manuela Rohrmoser
Jurgita Rudzioniene
Philip Russell
Ramza Jaber Saad
Jarmo Saarti
Chutima Sacchanand
Armando Malheiro da Silva
Diljit Singh
Jagtar Singh

Kaisa Sinikara
Eero Sormunen
Philipp Stalder
Jela Steinerova
Gordana Stokić Simončić
Paul Sturges
Olof Sundin
Samy Tayie
Ellen R. Tise
Ross J. Todd
Ramon R. Tuazon
Anne Sissel Vedvik
Tonning
José Manuel Pérez Tornero
Jordi Torrent
Alejandro Uribe Tirado
Egbert John Sanchez
Vanderkast
Tapio Varis
(UNESCO Chair)

IX

Royal School of Library and Information Science,
Denmark
National Library Board NLB Academy, Singapore
Aoyama Gakuin University, Japan
National Academy of Pedagogical Sciences, Ukraine
African Centre for Media Literacy, Nigeria
International Central Institute for Youth

and Educational Television, Germany
Queensland University of Technology, Australia
Library and Information Consultant,
Republic of Macedonia
University of Minho, Portugal
University of Havana, Cuba
Jagiellonian University, Poland
Transilvania University of Brasov, Romania
University of Puerto Rico, Puerto Rico
Vienna University, Austria
Vilnius University, Lithuania
Institute of Technology Tallaght, Ireland
Lebanese National Commission of UNESCO, Lebanon
University of Eastern Finland, Finland
Sukhothai Thammathirat Open University, Thailand
University of Porto, Portugal
University of Malaya, Malaysia
Punjabi University, India
Helsinki University Library, Finland
University of Tampere, Finland
University of Zurich, Switzerland
Comenius University, Slovakia
Belgrade University, Serbia
University of Pretoria, South Africa
Lund University, Sweden
Cairo University, Egypt
Stellenbosch University, South Africa
The State University of New Jersey, USA
Asian Institute of Journalism and Communication,
Philippines

University of Bergen, Norway
University of Barcelona, Spain
United Nations Department of Education, USA
University of Antioquia, Colombia
National Autonomous University of Mexico, Mexico
University of Tampere, Finland


X

Organization

Aurora de la Vega
Jose de Jesus Cortes Vera
Henri A. Verhaaren
Sirje Virkus
Li Wang
Sheila Webber
Sharon A. Weiner
Barbro Wigell-Ryynanen
Pradeepa Wijetunge
Carolyn Wilson
Tom Wilson
Andrew Whitworth
Michaela Zemanek
Julia Zhang Xiaojuan

Catholic University of Peru, Peru
Autonomous University of Ciudad Juárez, Mexico
Ghent University, Belgium

Tallin University, Estonia
University of Auckland, New Zealand
University of Sheffield, UK
National Forum of Information Literacy, USA
Ministry of Education and Culture, Finland
University of Colombo, Sri Lanka
University of Toronto, Canada
University of Sheffield, UK
University of Manchester, UK
Vienna University, Austria
Wuhan University, China

Program Committee
Tuulikki Alamettälä
Ines Amaral
Kanwal Ameen
Tatjana Aparac-Jelusic
Fatima Baji
Laura Ballestra
Mihaela Banek Zorica
Tomaz Bartol
Glória Maria Lourenço
Bastos
Bojana Boh Podgornik
Bourret Christian
Joumana Boustany
Saskia Brand-Gruwel
Leslin Charles
Sabina Cisek
Ioannis Clapsopoulos

John Crawford
Patricia Dawson
Mary Jean Tecce DeCarlo
Anneke Dirkx
Güleda Doğan
Heidi Enwald
Kristiina Eriksson-Backa
Viviana Fernández Marcial
Rosaura Fernández Pascual

University of Tampere, Finland
Instituto Superior Miguel Torga, Portugal
University of the Punjab, Lahore, Pakistan
University of Zadar, Croatia
Ahvaz Jundi Shapur University of Medical Sciences,
Iran
Biblioteca Mario Rostoni, Italy
University of Zagreb, Croatia
University of Ljubljana, Slovenia
Universidade Aberta, Portugal
University of Ljubljana, Slovenia
DICEN-IdF, University of Paris-Est Marne-la-Vallée,
France
DICEN-IdF, University of Paris-Est Marne-la-Vallée,
France
Open University of the Netherlands, The Netherlands
Rutgers The State University of New Jersey, USA
Jagiellonian University, Poland
University of Thessaly, Greece
Independent Information Professional, UK

Rider University, USA
Drexel University, USA
Leiden University Library, The Netherlands
Hacettepe University, Turkey
Oulu University, Finland
Åbo Akademi, Finland
University of La Coruña, Spain
University of Granada, Spain


Organization

Fabian Franke
Emmanouel Garoufallou
Almuth Gastinger
José Antonio
Gómez-Hernández
Allen Grant
Stacey Greenwell
Vincas Grigas
Eystein Gullbekk
Gaby Haddow
Lejla Hajdarpasic
Jannica Heinström
Jos van Helvoort
Merinda Kaye Hensley
Lisa Janicke Hinchliffe
Noora Hirvonen
Baiba Holma
Kim Holmberg

Ma Lei Hsieh
Hilary Hughes
Maija-Leena Huotari
Frank Huysmans
Zhang Jiuzhen
Veronica Johansson
Nicole Johnston
Christina Kanaki
László Z. Karvalics
Paulette Kerr
Tibor Koltay
Terttu Kortelainen
Denis Kos
Pavla Kovarova
Liga Krumina
Sanna Kumpulainen
Serap Kurbanoğlu
Hana Landova
Elina Late
Jesús Lau
Vera J. Lee
Krista Lepik
Louise Limberg
Mandy Lupton

XI

University of Bamberg, Germany
Alexander Tech. Educational Institute of Thessaloniki,
Greece

University of Science and Technology Trondheim,
Norway
University of Murcia, Spain
Drexel University, USA
University of Kentucky, USA
Vilnius University, Lithuania
Oslo University, Norway
Curtin University, Australia
University of Sarajevo, Bosnia and Herzegovina
Åbo Akademi, Finland
The Hague University, The Netherlands
University of Illinois at Urbana-Champaign, USA
University of Illinois, USA
University of Oulu, Finland
University of Latvia, Latvia
University of Turku, Finland
Rider University, USA
Queensland University of Technology, Australia
University of Oulu, Finland
University of Amsterdam, The Netherlands
Peking University, China
University of Borås, Sweden
Edith Cowan University, Australia
Panteion University of Social and Economic Sciences,
Greece
University of Szeged, Hungary
University of the West Indies, Jamaica
Eszterházy Károly University, Hungary
University of Oulu, Finland
University of Zagreb, Croatia

Masaryk University, Czech Republic
Liepaja University Library, Latvia
University of Tampere, Finland
Hacettepe University, Turkey
Czech University of Life Sciences, Czech Republic
University of Tampere, Finland
Veracruzana University, Mexico
Drexel University, USA
University of Tartu, Estonia
University of Borås, Sweden
Queensland University of Technology, Australia


XII

Organization

Juan D.
Machin-Mastromatteo
Afrodite Malliari
Konstantina Martzoukou
Yolande Maury
Andrea Miljko
Camilla Moring
Danuta A. Nitecki
Inci Onal
Ágústa Pálsdóttir
Helen Partridge
Kornelija Petr Balog
Ola Pilerot

Ewa Rozkosz
Jurgita Rudzioniene
Jarmo Saarti
Dragana Sabovljev
Chutima Sacchanand
Dora Sales
Tatiana Sanches
Egbert John Sanchez
Vanderkast
Laura Saunders
Elham Sayyad Abdi
Jane Secker
İpek Şencan
Gordana Stokić Simončić
Eero Sormunen
Irem Soydal
Sonja Špiranec
Jela Steinerova
Kristine Steward
Karmen Stopar
Ivanka Stricevic
Paul Sturges
Anna Suorsa
Ana Lúcia Terra
Tania Todorova
Tereza Trencheva
Kimmo Tuominen
Yurdagül Ünal
Zehra Taşkın
Sirje Virkus

Andrew Whitworth
Gunilla Widen

Universidad Autonoma de Chihuahua, Mexico
DataScouting, Greece
The Robert Gordon University, UK
Artois University, France
University of Mostar, Bosnia and Herzegovina
University of Copenhagen, Denmark
Drexel University, USA
Hacettepe University, Turkey
University of Iceland, Iceland
University of Southern Queensland, Australia
University of Osijek, Croatia
University of Borås, Sweden
University of Lower Silesia, Poland
Vilnius University, Lithuania
University of Eastern Finland, Finland
Zarko Zrenjanin Public Library, Serbia
Sukhothai Thammathirat Open University, Thailand
Jaume University, Spain
Universidade de Lisboa, Portugal
National Autonomous University of Mexico, Mexico
Simmons College, USA
Queensland University of Technology, Australia
London School of Economics, UK
Hacettepe University, Turkey
University of Belgrade, Serbia
University of Tampere, Finland
Hacettepe University, Turkey

University of Zagreb, Croatia
Comenius University, Slovakia
Zayed University, UAE
University of Ljubljana, Slovenia
University of Zadar, Croatia
University of Pretoria, South Africa
University of Oulu, Finland
Oporto Polytechnic Institute, Portugal
University of Library Studies and Information
Technologies (ULSIT), Bulgaria
SULSIT, Bulgaria
Helsinki University, Finland
Hacettepe University, Turkey
Hacettepe University, Turkey
University of Tallinn, Estonia
University of Manchester, UK
Åbo Akademi University, Finland


Organization

Zuza Wiorogorska
Iwan Wopereis
Mei-Mei Wu
Sharon Q. Yang
Pan Yantao
Manuel Zacklad
Sandy Zinn

University of Warsaw, Poland

Open University of the Netherlands, The Netherlands
National Taiwan University, Taiwan
Rider University, USA
Sun Yat-Sen University, China
DICEN-IdF, CNAM
University of the Western Cape, South Africa

Local Organizing Committee
Maija Leena Huotari (Chair)
Terttu Kortelainen
Heidi Enwald
Anna-Maija Huhta
Iira Rautiainen
Merja Kummala-Mustonen

XIII

University of Oulu, Finland
University of Oulu, Finland
University of Oulu, Finland
University of Oulu, Finland
University of Oulu, Finland
Ministry of Education and Culture, Finland


Contents

Information Literacy in Different Contexts of Everyday Life
Developing Food and Nutrition Literacy with the Croatian Facebook Group
“Homemade Food for Babies” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Drahomira Cupar and Mate Juric

3

An Invitation to Globalize the Information Literacy Agenda:
Expanding Discourse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sergio Chaparro and Zachary Newell

14

Biometric Tools in Information Science. The Example of an Information
Literacy Study – A Holiday Planning Experiment . . . . . . . . . . . . . . . . . . . .
Justyna Jasiewicz, Małgorzata Kisilowska, and Anna Jupowicz-Ginalska

23

Privacy Literacy and the Everyday Use of Social Technologies. . . . . . . . . . .
Zablon Pingo and Bhuva Narayan

33

Personal Information Management and Organisation Competencies:
A Review of Information Literacy Conceptual Frameworks and Standards . . .
Jerry Jacques

50

Students on a Social Media ‘Detox’: Disrupting the Everyday Practices
of Social Media Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Krista Lepik and Maria Murumaa-Mengel

60

Information Literacy, Active Citizenship
and Community Engagement
Character Building in Children’s Online Information Behaviours:
Applying a Virtue Epistemology Perspective to Information Literacy. . . . . . .
David McMenemy and Steven Buchanan

73

Assessing Libraries’ Community Roles. Proof of Concept . . . . . . . . . . . . . .
Helena Lipkova, Tomas Diviak, Adela Jarolimkova, Barbora Drobikova,
and Hana Landova

83

Four Spaces of Civic Literacy Education: A Literature Review . . . . . . . . . . .
Jos van Helvoort

94

The Relationship Between Media Literacy and Civic Participation Among
Young Adults in Latvia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Agnese Davidsone and Vineta Silkane

103


XVI

Contents

Information Literacy, Health and Well-Being
The Health of a Musician: Identifying Musicians’ Unstated/Unrecognized
Health Information Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Loriene Roy and Yan Zhang

115

Developing Health Information Literacy in Disadvantaged and Dependent
Circumstances: The Everyday Role of Family Nurses . . . . . . . . . . . . . . . . .
Steven Buchanan and Emma Nicol

124

Differences in Health Information Literacy Competencies Among Older
Adults, Elderly and Younger Citizens . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Isto Huvila, Noora Hirvonen, Heidi Enwald, and Rose-Mharie Åhlfeldt

136

Which Approaches and Methods Are Most Appropriate for Exploring
Health Information Behaviour? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Marianne Paimre

144

Finnish School Health Education Viewed Through an Information
Literacy Lens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Noora Hirvonen, Tuula Nygård, Laura Palmgren-Neuvonen,
Anna-Maija Huhta, and Maija-Leena Huotari
Understanding Health Literacy Through the Lens of Phronesis:
The Case of Coronary Artery Disease Patients . . . . . . . . . . . . . . . . . . . . . .
Venkata Ratnadeep Suri, Shaheen Majid, Schubert Foo,
Hannah Trinity Dumaual-Sibal, and Yun-Ke Chang
Young People’s Digital Safety and Wellbeing: Findings from Philippines
and Qatar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Virgilio G. Medina Jr. and Ross J. Todd

154

166

176

Workplace Information Literacy and Employability
Workplace Information Literacy of Croatian Fitness and Conditioning
Personal Trainers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Kristina Feldvari, Kornelija Petr Balog, and Sanjica Faletar Tanacković
Investigating Knowledge Management Practices at OpenStack . . . . . . . . . . .
José Apolinário Teixeira, Helena Karsten, and Gunilla Widén
Impact of Intrinsic Motivators on Knowledge Sharing in Virtual
Environments: Implications for Workplace Information Literacy
and Collaborative Practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Rajesh Singh
Do We Need (Digital) Archeology Literacy? . . . . . . . . . . . . . . . . . . . . . . .
Mihaela Banek Zorica and Rajna Sosic Klindzic

191

201

211
221


Contents

XVII

Information Literacy Research and Information Literacy
in Theoretical Context
A Phenomenological Imperative for Information Literacy . . . . . . . . . . . . . . .
John M. Budd and Anna Suorsa

233

Information Literacy and Open Science: Before and After the New
ACRL Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Carlos Lopes, Maria da Luz Antunes, and Tatiana Sanches

244

Information Literacy of University Freshmen, and Differences in ICT Use,
Internet Confidence and Motivation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Danica Dolničar and Bojana Boh Podgornik

254

Information Literacy Self-Efficacy of Medical Students:

A Longitudinal Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ann De Meulemeester, Jan De Maeseneer, Sven De Maeyer,
Renaat Peleman, and Heidi Buysse

264

Information Literacy in Portuguese School Libraries: A Longitudinal Study
of Master Degree Dissertations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ana Novo and Glória Bastos

273

Impact of Purposefully Designed Learning Activities in the Case
of Information Literacy Self-Efficacy. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ann De Meulemeester, Renaat Peleman, and Heidi Buysse

282

Information Seeking and Information Behaviour
Information Behavior of Humanities Students in Bulgaria, Italy
and Sweden: Planning a Game-Based Learning Approach for Avoiding
Fake Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Marina Encheva, Plamena Zlatkova, Anna Maria Tammaro,
and Mats Brenner

295

Biographical Space, Digital Death and Information Literacy Skills:
Current Issues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Paula Ochôa and Leonor Gaspar Pinto

307

Information Seeking Behavior of Primary School Teachers in Estonia:
An Exploratory Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sirje Virkus and Marit Mathiesen

317

Epistemic vs Non-epistemic Criteria to Assess Wikipedia Articles:
Evolution of Young People Perceptions . . . . . . . . . . . . . . . . . . . . . . . . . . .
Gilles Sahut and Josiane Mothe

329


XVIII

Contents

Print or Electronic Course Readings: Implications for Library Space
and Information Literacy Programmes . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ane Landøy and Almuth Gastinger

340

Information Literacy for Different Groups in Different
Cultures and Countries
Information Overload of Academic Staff in Higher Education Institutions
in Estonia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Liia Lauri and Sirje Virkus

347

Secondary School Teachers’ Attitudes to Information Literacy:
A Study of A Questionnaire Validity . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vincas Grigas, Anna Mierzecka, Tímea Tomori, and Tibor Koltay

357

Migration of Clusters from Pre-session to Post-session: An Analysis
of Elderly Students’ Perceived Digital Literacy . . . . . . . . . . . . . . . . . . . . . .
Makiko Miwa, Emi Nishina, Hideaki Takahash, Yoshitomo Yaginuma,
Yoko Hirose, and Toshio Akimitsu
Gender Differences in ICT Access and Use Among Brazilian Youngsters . . .
Nádia Bernuci and Gilda Olinto

369

379

Information Problems Encountered by Asian Students at the European
Universities. A Case of Poland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Zuzanna Wiorogórska

390

Information Literacy of Masaryk University Students and Evaluation
of Campus-Wide Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Pavla Kovářová

399

Information Literacy Instruction
Gaming for Multiliteracies: Video Games in a Case Study with Primary
School Students to Enhance Information, Visual and Media Literacies . . . . . .
Eduardo Cruz-Palacios and Miguel Ángel Marzal García-Quismondo

411

Adapting the New ACRL Framework to IL Education at Tampere
University of Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Miikka Sipilä, Mervi Miettinen, and Johanna Tevaniemi

422

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

433


Contents

XIX

How Does Information Literacy Instruction in Secondary Education Affect
Students’ Self-efficacy Beliefs and Attitudes? . . . . . . . . . . . . . . . . . . . . . . .
Tuulikki Alamettälä, Eero Sormunen, and Md Arman Hossain

443

Why Information Literacy Integration Does’t Work: Exploring
the Experience of Academic Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Hiroyuki Ida

454

Changing Roles for Research and Information Skills Development:
Librarians as Teachers, Researchers as Learners . . . . . . . . . . . . . . . . . . . . .
Tatiana Sanches

462

Information Literacy and Aspects of Education
Four Passages to Information Use Related Phenomena in Bachelor Theses
at the Finnish Universities of Applied Sciences. . . . . . . . . . . . . . . . . . . . . .
Juha Kämäräinen, Ilkka Mönkkönen, and Jarmo Saarti

475

Collaboration Building Between Teaching Faculty and Librarians:
Based on a Case Study on Field Librarians at the University of Michigan . . .
Tayo Nagasawa

483

Teachers’ Resistance to Mobile Learning in Turkey and Spain:
What Similarities? What Differences? . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Cristina Aliagas and Tugba Mutlu

494

A Critical Praxis in the Information Literacy Education Classroom Using
the ACRL Framework for Information Literacy for Higher Education . . . . . .
Shehaamah Mohamed

506

Scientific Literacy Education Outside the Classroom: A Study
in Acquisition of Knowledge and Skills About Science in Public
Libraries in Croatia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Radovan Vrana

522

Data Literacy and Research Data Management
Data Literacy and Research Data Management: The Case at ULSIT . . . . . . .
Tania Todorova, Rositza Krasteva, and Elisaveta Tsvetkova
Research Data Literacy Perception and Practices
in the Information Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Jela Steinerová and Miriam Ondrišová
Data Sharing in Social Sciences: Case Study on Charles University. . . . . . . .
Adela Jarolimkova and Barbora Drobikova

535

545
556

XX

Contents

Copyright Literacy
Copyright Literacy Among Students of Information Science
at the University of Iceland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ágústa Pálsdóttir

569

Copyright Literacy Skills of LIS Students in Norway . . . . . . . . . . . . . . . . .
Almuth Gastinger and Ane Landøy

578

Copyright Literacy of LIS Students in the Czech Republic . . . . . . . . . . . . . .
Pavla Kovářová

585

Information Literacy and Lifelong Learning
The Attitudes of Teachers-in-Training Towards Information Literacy
Skills and the Inclusion of Mobile Devices in the Process
of Teacher Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
María Pinto, David Caballero-Mariscal, Rosaura Fernández-Pascual,
Dora Sales, and David Guerrero-Quesada

597

Teaching Yourself to Learn: A Case for Incorporating Self-directed
Learning Concepts into Information Literacy Education . . . . . . . . . . . . . . . .
Allison Nowicki Estell

607

Artificial Intelligence and Labor: Media and Information Competencies
Opportunities for Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Jesus Lau, José Luis Bonilla, and Alberto Gárate

619

Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

629


Information Literacy in Different
Contexts of Everyday Life


Developing Food and Nutrition Literacy
with the Croatian Facebook Group
“Homemade Food for Babies”
Drahomira Cupar(&) and Mate Juric
Department of Information Sciences, University of Zadar, Zadar, Croatia
{dcupar,mjuric}@unizd.hr
Abstract. The aim of this research is to analyze possible food literacy benefits

for the members of the Facebook group “Homemade Food for Babies”. Food
literacy was operationalized as a combination of nutrition literacy and healthy
cooking behavior. Methods used were: content analysis of documents from the
Facebook group, an interview with the main administrator, and a survey, which
was completed by 1081 members. The parents that are often using the group
content (recipes, guidelines, advice) are enhancing their perceived food literacy.
Active participation and membership duration are a lot less beneficial. Reading
the group documents is crucial for nutrition literacy, and using the recipes is
important for healthy cooking behavior. Additionally, motivation and using
expert advice are predictors of both of those components of food literacy. The
administrator is an expert and uses credible sources to give informed advice. The
group is highly valued by majority of the members.
Keywords: Facebook group Á Parents Á Nutrition literacy
Healthy cooking behavior Á Food literacy

Á

1 Introduction
“Food literacy” and “nutrition literacy” might look like new buzzwords in the already
long list of literacies. However, some studies showed a close connection between
nutrition labels reading behavior and healthier food choices [1, 2]. There is a large
amount of information about preparing meals at home as many professional and
amateur chefs, fitness trainers and doctors join efforts in informing people how to
prepare healthy meals. Healthy nutrition is especially important and essential when
parents are preparing meals for babies. Parents play a crucial role in supporting healthy
eating habits of their children [3, 4]. Since healthier food choices are important in the
context of healthy living, exploration of potential changes in parents’ food choices for
their children under the influence of Facebook groups is worth investigating.

2 Food, Nutrition, Health and Information Literacy

Literacies are manifested through behavior and in a context, so it is often hard to isolate
and study only literacy, without taking the actual behavior and context into account.
Although the conceptual framework of everyday life information seeking (ELIS) by
© Springer Nature Switzerland AG 2019
S. Kurbanoğlu et al. (Eds.): ECIL 2018, CCIS 989, pp. 3–13, 2019.
/>

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D. Cupar and M. Juric

Savolainen [5] is an established field of study, Martzoukou and Sayyad Abdi [6] stated
that information literacy is not addressed enough within this field. In order to connect
the context of everyday life with information literacy concepts, it is necessary to use
context-specific modifications of information literacy.
The concepts of food literacy and nutrition literacy are specific forms of health
literacy [7–9]. According to Nutbeam, the “US Institute of Medicine report defines
health literacy as: The degree to which individuals have the capacity to obtain, process
and understand basic health information and services needed to make appropriate
health decisions” [9]. Nutrition literacy is focused on knowledge of nutrition information. According to Block et al. [10] food literacy is defined “as more than knowledge; it also involves the motivation to apply nutrition information to food choices”
[10, p. 7]. Krause, Sommerhalder, Beer-Borst, and Abel [7] concluded that food literacy, in addition to knowledge, includes applying information on food choices and
critically reflecting on the effect of food choice on personal health. Certain aspects of
these literacies have been explored. For example, it was found that people make
healthier food choices when they possess greater nutrition knowledge [11, 12].
It would be possible to map the components of food and nutrition literacy to the
information literacy (IL) core ideas. There are many models and definitions of IL that
share common core ideas, for example, the ALA ACRL Framework for Information
Literacy [13] and SCONUL [14]. In the contexts of health needs and behavior, specific
forms of literacy are emphasized, and health literacy is the more precise term in use.
The concepts of nutrition and food literacy are even more specific, but the core IL

concepts are also the core of these rather new concepts.

3 Information Literacy and User Activity in Virtual
Communities
In the digital environment, participatory networks provide a virtual place for sharing
ideas, asking questions and discussing various topics. In the last decade Facebook
groups have become active virtual places for those activities.
The theoretical framework that specifically emphasizes the role of the digital participatory networks is metaliteracy. It is a concept developed by Mackey and Jacobson
[15] which is closely related to the concept of IL. Metaliteracy expands traditional IL
competencies to include sharing and collaborative production of knowledge in participatory digital environments. The ALA ACRL Framework for Information Literacy
[13] is largely based on metaliteracy ideas. Also, the focus is shifted from skills
necessary to seek, find and evaluate information to the broader ideas of subjective
understanding of IL which is dependent on the context. However, behavior as a criterion of literacy is often neglected. In order to get “the whole picture”, it is necessary
to integrate literacies and manifested behaviors.
Sharing and collaborative production of knowledge in digital environments, as
elements of IL [13], require active participation. However, regarding the level of group
members’ activity in virtual communities, there seems to be a rather large number of
virtual community users that are invisible, lurking or receptive participants [16]. They
are a silent but persistent audience. Findings in a study by Soroka and Rafaeli [16]


Developing Food and Nutrition Literacy with the Croatian Facebook Group

5

suggest that in order to increase the users’ activity, “fostering receptive participation
may be as important and constructive as encouraging active contributions in online
communities”. Reading the community’s discourse and becoming familiar with the
community’s culture is important. Another study by van Uden-Kraan et al. [17] dealing
with various benefits of lurking and active participation in online patient support

groups revealed that “participation in an online support group had the same profound
effect on lurkers’ self-reported feelings of being empowered in several areas as it had
on posters”. Authors concluded that “reading in itself is sufficient to profit from participation in an online patient support group” [17]. Active and silent group members
perceived equal levels of “being better informed,” “improved acceptance of the disease,” “feeling more confident about the treatment,” “enhanced self-esteem,” and
“increased optimism and control” [17]. The only exception was “enhanced social wellbeing”. It can be concluded that in order to benefit from membership in a virtual
community it is important to get familiar with the community’s culture and to read the
content with cognitive and emotional engagement. Similar aspects of user engagement
and their relevant literacies are going to be explored in this study.

4 Research on the Role of the Facebook Group “Homemade
Food for Babies”
This research is analyzing perceived food and nutrition literacies of parents in the
context of their everyday-life information behavior, that is, while using a specialized
Croatian Facebook group with more than 108.000 members named “Homemade food
for babies” (in Croatian: “Domaće kašice za bebe”). The group follows recommendations of the World Health Organization (WHO) [18] and The European Society for
Paediatric Gastroenterology Hepatology and Nutrition (ESPGHAN) [19] on how to
start complementary feeding of children. Members contribute with their recipes but
also ask for advice and collaboratively discuss nutrition and related topics. They are
facing common challenges in seeking, sharing and applying food choices in their daily
lives.
The aim of this research is to determine possible benefits for the group members in
changing their perceived knowledge, attitudes and perceived behavior related to food
and nutrition literacy. The research questions are: (1) which topics are represented in
the group documents? (2) What challenges the users and administrators are facing
when seeking and sharing verified information? (3) How high do users perceive their
behavioral changes towards healthier food choices? (4) What are the most important
predictors of perceived food literacy benefits from the group?
4.1

Methods, Samples and Procedure

In this research, a case study design was applied on a Facebook group. Multiple
methods of data gathering were applied: content analysis of the group documents,
interview with the main administrator and a survey of the group members.
Sample for the content analysis included all of the group documents. There were 17
files in .docx or .pdf format, and 114 files in the Facebook document format. The main


6

D. Cupar and M. Juric

administrator for the interview was purposely chosen because she is an expert in
nutrition and has created and adapted the nutrition guidelines in the Group. Sample for
the survey was gathered via a post in the group with the online survey form. A large
sample of 1081 members included parents who are probably the most active members,
and therefore the most informed about various aspects of the group activities. The
survey consisted of a self-administered online questionnaire, with most of the items on
5° scales, and three open-ended questions. The survey answers were collected during
three days. The interview with the administrator was semi-structured, containing five
main questions about challenges faced when seeking verified information.
Data analysis was conducted with the software package TIBCO Statistica, by
applying descriptive, inferential and multivariate statistical procedures.
4.2

Results, Analysis and Discussion

Regarding the first research question (RQ1), the content of the documents (N = 131)
created by the group administrators and other group members was analyzed. More than
half of the documents (52%) are the descriptions of nutritive values and ways of

preparing meals with specific groceries. Around 9% of the documents are about
nutrition diet for specific health problems, such as allergies, celiac disease, dermatitis,
immune system problems. The third most represented topic in the documents (7%) are
the dietary or nutrition guidelines and normatives that include when (in what month) to
introduce complementary feeding – specific food to children. Also, there are some files
with descriptions of toxins and additives, feeding problems, frequently asked questions,
as well as a wide variety of other topics. Most of the documents (87%) are in the
Facebook file format and have the option of collaborative editing and commenting. The
main documents are created by expert administrators, but members collaboratively
contribute in creating and commenting on the documents.
The second research question (RQ2) is about challenges in seeking and sharing
verified information. An interview was conducted with the main administrator of the
group. She is an expert with a diploma in agronomy and specialization in nutrition. She
often attends additional education on topics of healthy nutrition, and follows new
research. For her, the former education, previous experience and guidelines of main
institutions are helpful, but the main challenges are interpretations from experts
themselves. She has emphasized that the most challenging topics regarding food and
nutrition are food allergies. She stated, “This field itself is in constant change and
individual approach is crucial. There is no common ground regarding allergies and
cooperation between different professionals is important”. An administrator highlighted
that “Problems emerge due to pretended experts in FB groups who use unverified
information and scientifically unproven facts. Often these advices are harmful to
children’s health”. Verified and most reliable sources are those from umbrella institutions, such as WHO, ESPGHAN and published scientific papers. The advice the
administrator gives in ambiguous, unclear situations is based on her years of experience
and opinions she gathered from other experts. From the answers, it is clear that this
Group is led by a highly motivated expert who is constantly working on improving her
knowledge in food and nutritional literacy and constantly educating both, administrators and members of the Group.


Developing Food and Nutrition Literacy with the Croatian Facebook Group

7

The challenges that the users are facing when seeking verified information (RQ2)
were examined with open-ended questions in the survey. Some of the comments were
about the situations where pediatricians gave advice about complementary feeding, and
their advice is contrary to most of the guidelines. Parents usually follow their own
“common sense” in interpreting what is the best decision when there is contradictory
advice from various experts. Also, many parents have mentioned that they trust the
administrators of the Facebook group “Homemade Food for Babies” as the experts, and
they are trying to ignore advice from other ordinary non-expert users.
A survey of the most active group members (N = 1081) provides very detailed
insights into the perceived group impact on the users’ motivation, knowledge, and
behavior related to food literacy, and it addresses the last two research questions (RQ3
& RQ4).
Of 1081 surveyed group members, only seven were male. Descriptive statistics and
the qualitative data gathered with a few open-ended, qualitative survey questions reveal
a rather high level of appreciation and respect that the group members have for the
administrators and the entire group content. A small fraction of users are unsatisfied
group members. Their arguments are about the lack of tolerance for different opinions.
On the other side, there were comments that justify this lack of tolerance, with the
arguments that some users are not respecting the group’s guidelines and rules.
The third research question (RQ3) is about the level of users’ self-perceived
behavioral changes toward healthier food choices. Overall, they perceive a rather high
positive impact of the group. The highest behavioral changes that the surveyed parents
perceive are in preparing healthier food for their children (M = 4.4), using more homemade food (M = 43), and reading and understanding the food declarations more
carefully (M = 4.3). Next, on average, the users positively, but weakly agree that they
engage in detailed search for verified information about food composition and nutritive
value (M = 3.6). Yet, they perceive a moderate increase in knowledge about the same
topic (M = 4.1), possibly because they rely on expert advice and documents from the

Facebook group, and not so much on their own information seeking and verification.
The key part of this research is based on the quantitative data, which is used to
resolve the fourth research question (RQ4) about the predictors of perceived food
literacy benefits. First, in order to have psychometrically valid measures, the survey
results were factor analyzed. Table 1 is a short summary with properties of the six
extracted factors and one combined factor. Nutrition literacy (F5, Table 1) and Healthy
cooking behavior (F6, Table 1) share r2 = 49% of common variance. Therefore, the
Factor number 7 Food literacy was created as a combination of the latter two. It is in
line with the theoretical framework, namely the conclusion by Krause, Sommerhalder,
Beer-Borst, and Abel [7] that Food literacy includes understanding of nutrition information (Nutrition literacy) and applying information on food choices (Healthy cooking
behavior). These scales (factors) might not be comprehensive measures for the entire
concepts of Nutrition and Food literacy, since the items are adapted to the topical
context of one specific Facebook group. This is both a methodological limitation and
strength, since the developed scales are more valid for this context.