Abstract
The present case study aimed at developing a micro-model of the factors effective in developing online information literacy skills in an educational context. A sequential mixed-methods approach (qualitative-quantitative) was used as the research design. Initially, a conceptual model was developed using both the contextual participatory method and in-depth interviews. Interviews with 59 participants were coded using software MAXQDA on three levels, namely open, axial, and selective. In the quantitative step, a valid questionnaire derived from the conceptual model was distributed more extensively. The data were then analyzed using SmartPLS. The conceptual model was comprised of six dimensions including prior knowledge, using websites’ features, research and instructional experiences, trial and error, online media and tools, and advisors. Path analysis demonstrated that online media and tools had the highest and research and instructional experiences had the lowest priorities.
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