{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,28]],"date-time":"2026-08-28T07:48:25Z","timestamp":1787903305556,"version":"build-2784847793"},"reference-count":51,"publisher":"Emerald","issue":"3","license":[{"start":{"date-parts":[[2019,5,20]],"date-time":"2019-05-20T00:00:00Z","timestamp":1558310400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["AJIM"],"published-print":{"date-parts":[[2019,5,20]]},"abstract":"<jats:sec>\n                    <jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title>\n                    <jats:p>The purpose of this paper is to uncover similarities and differences among emphasized information literacy (IL) skills for the disciplines of political- and social sciences, economics, educational sciences, law sciences, mathematics, life sciences, history and German studies, based on an analysis of IL teaching materials.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title>\n                    <jats:p>\n                      Eight issues of the German language publication series\n                      <jats:italic>Erfolgreich recherchieren<\/jats:italic>\n                      (Succesful Research Strategies) are compared by using a structuring content analysis. The category system is based on the IL standards and performance indicators of the Association of College and Research Libraries (2000), extended with additional categories.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title content-type=\"abstract-subheading\">Findings<\/jats:title>\n                    <jats:p>The results, first, suggest that the biggest similarities and differences among the disciplines are found concerning the determination of the nature and extent of the needed information, especially in the area of identifying potential sources of information. Second, some of the disciplines focus more on international sources, whereas others focus on country- and language-specific sources. Third, the criteria to define the appropriate retrieval system differ among the various disciplines. Fourth, approaches to narrow the search results differ among the various disciplines. Fifth, the critical evaluation of sources is addressed in all disciplines but relates to different contexts.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title content-type=\"abstract-subheading\">Research limitations\/implications<\/jats:title>\n                    <jats:p>This approach only addresses one book per discipline out of a German language book series. Further research is needed.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title>\n                    <jats:p>This paper is unique in its approach and one of few papers on disciplinary differences in IL perception.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1108\/ajim-07-2018-0183","type":"journal-article","created":{"date-parts":[[2019,6,13]],"date-time":"2019-06-13T02:55:08Z","timestamp":1560394508000},"page":"392-414","source":"Crossref","is-referenced-by-count":10,"title":["Assessing disciplinary differences in information literacy teaching 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