The Role of Information Literacy Competencies in Reducing the Effect of Infodemic: The Case of COVID-19 Pandemic

References

• Adekoya, C., and J. K. Fasae. 2021. Social media and the spread of COVID-19 infodemic. Global Knowledge, Memory and Communication (ahead–of–print):2514–9342. doi:10.1108/GKMC-11-2020-0165.
   Web of Science ®Google Scholar
• Alwreikat, A. 2021. Sharing of Misinformation during COVID-19 pandemic: Applying the theory of planned behavior with the integration of perceived severity. Science & Technology Libraries (Ahead of print). doi: 10.1080/0194262X.2021.1960241.
   Google Scholar
• Anunobi, C., and O. K. Udem. 2014. Information literacy competencies: A conceptual analysis. Journal of Applied Information Science and Technology 7 (2):63–80.
   Google Scholar
• Anunobi, C., and O. K. Udem. 2015. Information literacy competencies of library and information science postgraduate students in South East Nigeria universities: A focus on the knowledge and skill level. Information and Knowledge Management 5 (2):20–30.
   Google Scholar
• ANZIIL. 2004. Australian and New Zealand information literacy framework: Principle, standards and Practice. 2nd ed. Adelaide: Australian and New Zealand Institute for Information Literacy and Council of Australian University Libraries.
   Google Scholar
• Apuke, O. D., and B. Omar. 2020. User motivation in fake news sharing during the COVID-19 pandemic: An application of the uses and gratification theory. Online Information Review 45 (1):220–39. doi:10.1108/OIR-03-2020-0116.
   Web of Science ®Google Scholar
• Bary, E. 2020. Zoom, Microsoft Teams usage are rocketing during coronavirus pandemic, new data show. Accessed August 27, 2021. https://www.marketwatch.com/story/zoom-microsoft-cloud-usage-are-rocketing-during-coronavirus-pandemic-new-data-show-2020-03-30.
   Google Scholar
• Batchelor, O. 2017. Getting out the truth: The role of libraries in the fight against fake news. Reference Services Review 45 (2):143–48. doi:10.1108/RSR-03-2017-0006.
   Web of Science ®Google Scholar
• Brennen, J. S., F. Simon, P. N. Howard, and R. K. Nielsen. 2020. Types, sources, and claims of Covid-19 misinformation. Reuters Institute 7:3–1.
   Google Scholar
• Bruns, A., S. Harrington, and E. Hurcombe. 2020. Corona? 5G? or Both?’: The dynamics of COVID 19/5G conspiracy theories on Facebook. Media International Australia 177 (1):12–29. doi:10.1177/1329878X20946113.
   Web of Science ®Google Scholar
• Cohen, J., P. Cohen, S. G. West, and L. S. Aiken. 2003. Applied multiple regression/correlation analysis for the behavioral sciences. Chicago: Routledge.
   Google Scholar
• Delellis, N., and V. L. Rubin. 2018. Educators’ perceptions of information literacy and skills required to spot ‘fake news. Vancouver: The Proceedings for the Annual Meeting of the Association for Information Science and Technology (ASIS&T).
   Google Scholar
• Durodolu, O., and S. Ibenne. 2020. The fake news infodemic vs information literacy. Library Hi Tech 37:13–14. doi:10.1108/LHTN-03-2020-0020.
   Google Scholar
• Eke, H. N., O. C. Obiora, and N. F. Odoh. 2014. The use of social networking sites amongundergraduate students of the university of Nigeria, nsukka. Library Philosophy and practice. Accessed July 20, 2021. http://digitalcommons.unl.edu/libphilprac/1195.
   Google Scholar
• Igbinovia, M., O. Okuonghae, and J. O. Adebayo. 2021. Information literacy competence in curtailing fake news about the COVID-19 pandemic among undergraduates in Nigeria. Reference Services Review 49 (1):3–18. doi:10.1108/RSR-06-2020-0037.
   Web of Science ®Google Scholar
• Jones-Jang, S. M., T. Mortensen, and J. Liu. 2019. Does media literacy help identification of Ake news? Information literacy helps, but other literacies don’t. American Behavioral Scientist 25 (4):1–18.
   Google Scholar
• Khan, M. L., and I. K. Idris. 2019. Recognise misinformation and verify before sharing: A reasoned action and information literacy perspective. Behaviour & Information Technology 38 (12):1194–212. doi:10.1080/0144929X.2019.1578828.
   Web of Science ®Google Scholar
• Leetaru, K. 2019. A reminder that ’fake news’is an information literacy problem - Not a technology problem. Accessed September 2021, 24. https://www.forbes.com/sites/kalevleetaru/2019/07/07/a-reminder-that-fake-news-is-an-information-literacy-problem-not-a-technology-problem/?sh=25f486576a6f.
   Google Scholar
• Machete, P., and M. Turpin. 2020. The use of critical thinking to identify fake news: A systematic literature review. Implementation and Use of Information and Communication Technology 12067:235–46.
   Google Scholar
• National Literacy Trust. 2018. Fake news and critical literacy: The final report of the commission on fake news and the teaching of critical literacy in schools. Accessed September 24, 2021. https://literacytrust.org.uk/research-services/research-reports/fake-news-and-critical-literacy-final-report/.
   Google Scholar
• Nations, United. 2020. UN tackles ‘infodemic’ of misinformation and cybercrime in COVID-19 crisis. March 28. Accessed April 2, 2021. https://www.un.org/en/un-coronavirus-communications-team/un-tackling-.
   Google Scholar
• Neter, J., M. H. Kutner, C. J. Nachtsheim, and W. Wasserman. 1996. Applied linear statistical models. Chicago: Irwin.
   Google Scholar
• Olusanya, O., J. Day, J. Kirk-Bayley, T. Szakmany. 2017. Free open access Med(ical edu)cation for critical care practitioners. Journal of Intensive Care Society 18 (1):2–7. doi:10.1177/1751143716660726
   PubMedGoogle Scholar
• Pallant, J. 2001. SPSS survival guide: A step by step guide to data analysis using SPSS. Australia: Allen & Unwin.
   Google Scholar
• Pundir, V., E. B. Devi, and V. Nath. 2021. Arresting fake news sharing on social media: A theory of planned behavior approach. Management Research Review (Ahead of print).
   Google Scholar
• Roisín Kiernan, R. 2017. With the rise of fake news on social media, can information literacy impact how students evaluate information on their social media channels. Dublin: Dublin Business School.
   Google Scholar
• SCONUL. 2011. The SCONUL seven pillars of information literacy: Core model for higher education. Accessed April 3, 2021. https://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf.
   Google Scholar
• Sekaran, U., and R. Bougie. 2016. Research methods for business: A skill building approach. US: John Wiley & Sons.
   Google Scholar
• Sposito, V. A., M. L. Hand, and B. Skarpness. 1983. On the efficiency of using the sample kurtosis in selecting optimal lpestimators. Communications in Statistics-simulation and Computation 12 (3):265–72. doi:10.1080/03610918308812318.
   Web of Science ®Google Scholar
• Weinberg, S. L., and S. K. Abramowitz. 2008. Statistics using SPSS: An integrative approach. London: Cambridge University Press.
   Google Scholar
• WHO. 2020. WHO. Accessed March 2, 2021. www.who.int.
   Google Scholar
• Wong, A., S. Ho, O. Olusanya, M. V. Antonini, D. Lyness. 2021. COVID-19, The use of social media and online communications in times of pandemic. Journal of the Intensive Care Society 22(3):255–60. doi:10.1177/1751143720966280.
   PubMedGoogle Scholar
• Zeng, J., and C.-H. Chan. 2021. A cross-national diagnosis of infodemics: Comparing the topical and temporal features of misinformation around COVID-19 in China, India, the US, Germany and France. Online Information Review (ahead–of–print.) doi:10.1108/OIR-09-2020-0417.
   Web of Science ®Google Scholar