scholarly journals Using item analysis to evaluate the validity and reliability of an existing online information literacy skills assessment instrument

2015 ◽  
Vol 80 (2) ◽  
Author(s):  
Janine Lockhart
Keyword(s):  
Information Literacy ◽  
Item Analysis ◽  
Literacy Skills ◽  
Assessment Instrument ◽  
Skills Assessment ◽  
Online Information ◽  
Validity And Reliability ◽  
Information Literacy Skills

scholarly journals A Faceted Taxonomy for Rating Student Bibliographies in an Online Information Literacy Game

2012 ◽  
Vol 73 (2) ◽  
pp. 115-133 ◽  
Author(s):  
Chris Leeder ◽  
Karen Markey ◽  
Elizabeth Yakel
Keyword(s):  
Information Literacy ◽  
Positive Impact ◽  
Literacy Skills ◽  
Iterative Refinement ◽  
Online Information ◽  
Fine Grained ◽  
Social Game ◽  
Information Literacy Skills ◽  
Online Sources

This study measured the quality of student bibliographies through creation of a faceted taxonomy flexible and fine-grained enough to encompass the variety of online sources cited by today’s students. The taxonomy was developed via interviews with faculty, iterative refinement of categories and scoring, and testing on example student bibliographies. It was then applied to evaluate the final bibliographies created in BiblioBouts, an online social game created to teach undergraduates information literacy skills. The scores of players and nonplayers were compared and showed a positive impact from the game. Findings of the evaluations of these student bibliographies are discussed.

scholarly journals PROCESS OR PRODUCT? BUILDING STUDENT ENGINEERS’ INFORMATION LITERACY SKILLS

2012 ◽  
Author(s):  
Norma Godavari ◽  
Betty Braaksma
Keyword(s):  
Information Literacy ◽  
Engineering Students ◽  
Academic Research ◽  
Research Process ◽  
Literacy Skills ◽  
Professional School ◽  
Online Information ◽  
Information Literacy Skills ◽  
Intuitive Grasp ◽  
Students Success

Information literacy, defined as the ability to effectively find, use and evaluate information in any medium, is embedded in many, if not most of the CEAB accreditation standards but it remains largely unknown in engineering. Traditional evaluation persists: the research product (such as papers, projects, reports) is rewarded, while the research process is barely acknowledged or ignored completely. The ubiquitous availability of online information has contributed to this perception. In spite of mounting evidence to the contrary, the myth of the “digital native” still lulls educators into believing that all students are expert searchers who have an intuitive grasp of the academic research process. We propose to show how information literacy, which includes visual and digital literacies, is essential to engineering students’ success. We will present the basic fundamentals of information literacy within a professional school such as engineering. We will also discuss recent changes and its impacts on information literacy in an engineering technical communications class.

Assessment of information literacy skills

2020 ◽  
Vol 69 (6/7) ◽  
pp. 521-535
Author(s):  
Chukwuma Clement Okeji ◽  
Obiageli Martina Ilika ◽  
Emmanuel Ebikabowei Baro
Keyword(s):  
Information Literacy ◽  
Information Science ◽  
Relevant Information ◽  
Research Process ◽  
Literacy Skills ◽  
Online Information ◽  
Content Type ◽  
Information Literacy Skills ◽  
Credible Information ◽  
Training Programmes

Purpose The purpose of this study is to assess information literacy skills of undergraduates in Nigerian universities. Design/methodology/approach A self-assessed questionnaire was developed to collect data from the final year undergraduates in 15 universities. A total of 1,350 final year Library and Information Science (LIS) students responded to the questionnaire which was used for analysis. Findings The study revealed that the majority of the LIS final year undergraduates mostly consult journal articles, followed by internet information and online databases during their research process. The undergraduates rated well-known author(s), current information, credible information, accurate and relevant information as very important when evaluating online information resources. It was found that the students rated their ability to organize information and integrate ideas from consulted information as high. While they were deficient in ability to correctly paraphrase ideas to avoid plagiarism and use citation and referencing styles correctly. On the whole, almost half of the final year undergraduates of LIS rated their level of information literacy skills to be moderate. Practical implications The findings of the study will inform librarians and faculty in universities in developing countries like Nigeria to develop an information literacy instruction policy. Originality/value Assessing information literacy skills will provide the foundation and knowledge to improve the development of information literacy training programmes.

Assessing information literacy skills among young information age students in Singapore

2017 ◽  
Vol 69 (3) ◽  
pp. 335-353 ◽  
Author(s):  
Schubert Foo ◽  
Shaheen Majid ◽  
Yun Ke Chang
Keyword(s):  
Information Literacy ◽  
Primary Schools ◽  
Large Scale ◽  
Literacy Skills ◽  
Assessment Instrument ◽  
Content Type ◽  
Grade 5 ◽  
Information Literacy Skills ◽  
Education Authority ◽  
At Home

Purpose The purpose of this paper is to assess knowledge of Singapore Grade 5 (11 years old) students’ understanding and proficiency in basic information literacy (IL) skills of defining information tasks, selecting information sources, seeking information from sources and synthesising and using information. Design/methodology/approach A 38-item multiple-choice question assessment instrument was used to assess the students’ IL skills based on the i-Competent IL model. The instrument first developed in 2010 was refined and expanded to increase the robustness and accuracy of assessment for the study. It was administered to 17 primary schools in Singapore in November 2015. The maximum possible score of 54 was scaled up to 100 to report the overall mean score for ease of reference and comparison. A total of 2,399 returns were obtained and analysed using Statistical Package for the Social Sciences 22.0 to compute the mean scores, IL stage-level scores. The study also investigated for any significant differences in performance between male and female students, and students with or without access to the internet at home. Findings The students achieved an overall mean score of 53.39 which is below a recommended acceptable score of 60 or 70 advocated in a number of past studies. The two worst performing areas of IL skills were synthesising and using information and seeking information from sources with mean scores of 45.89 and 48.81, respectively. A review of the highest number of incorrect answers suggests that students had difficulty in identifying key information from an information task narrative, understanding the use of reference sources and role of librarians, distinguishing between a fact and opinion, and adopting the best strategy for searching. Girls outperformed boys with an overall mean score of 55.38 vs 51.50. Students with internet access at home fared better than those without access to it with a score of 53.67 vs 45.81. The overall poor results of the survey suggest an urgent need to review the IL education landscape in the Singapore school system, revisit polices, priorities and assess the relevance and effectiveness of the IL curriculum, practical hands-on classes, and interventions that are currently employed in schools. Practical implications The study helped identify areas of IL skills strengths and weakness among Grade 5 students in Singapore schools. It provides recommendations for follow up actions for education authority and schools to improve the situation. Originality/value This study was prompted to provide an assessment after a national IL initiative was launched in 2012 to inculcate IL skills among the school-going children as part of creating a value-driven education system. This is the first reported set of findings for a large-scale survey conducted to measure and ascertain the IL skills level among Grade 5 students.

scholarly journals WELL done and well liked: online information literacy skills and learner impressions of the web as a resource for foreign language learning

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 210-224 ◽  
Author(s):  
FERNANDO ROSELL-AGUILAR
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Information Literacy ◽  
Foreign Language Learning ◽  
Literacy Skills ◽  
Online Information ◽  
Advantages And Disadvantages ◽  
Information Literacy Skills ◽  
The University ◽  
The Web

One of the most common uses of the World Wide Web for foreign language learning is as a resource for students to find information when researching essay topics. When language instructors ask students to perform searches for information about a given issue it is assumed that students know how to perform those searches and appreciate the usefulness of the Web. However, we do not really know much about the relationship between learners and the Web: what processes are involved, how the students go about the search process and what their perceptions of the Web are. It is therefore essential that these assumptions are examined and researched. To find out more about these questions, a study was initiated with the aim of obtaining information on how foreign language higher education students interact with the Web in general and in the context of a search for content/reading tasks in particular. The goal was to produce a descriptive snapshot of student impressions and abilities at one given moment. For this purpose 198 students of Spanish at the University of Southampton were asked how they use the Web, what for, how they go about finding the information they need, what they perceive to be the advantages and disadvantages of using the Web as a research tool for language learning, to compare it to other resources and what their perceptions of it are. To measure their degree of online information literacy, a scale was created. In this paper the details of the project will be presented, and the findings of the study discussed.

Meeting the Information Literacy Skills of Diverse Primary School Pupils Through the School Libraries

2011 ◽  
Vol 4 (3) ◽  
pp. 117-122 ◽  
Author(s):  
Nwachukwu V. N. Nwachukwu V. N. ◽  
◽  
ESKAY, M. Eskay, M. ◽  
Ifeanyichukwu, J.N. Ifeanyichukwu, J.N.
Keyword(s):  
Primary School ◽  
Information Literacy ◽  
School Libraries ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Primary School Pupils
Sign in / Sign up

Export Citation Format

Share Document