Instrument Development for Information Literacy Assessment through Analysis and Synthesis Skills in Post Covid Higher Education

Ana Irhandayaningsih

doi:10.1051/e3sconf/202131703016

Abstract

Information literacy is a collection of skills in accessing, analyzing, and utilizing information. These skills become very important in a life that is flooded with information in print and digital form. Information literacy skills have also become an integral part in schools and education, but information literacy is still abstract so it is difficult to measure. This study aims to interpret the reference standards contained in the Framework for Information Literacy for Higher Education by the Association of College and Research Libraries (ACRL) and develop instruments to measure information literacy skills, as well as validate instruments. This instrument aims to assess the ability to analyze and synthesize abstract scientific writings, through the criteria, namely (i) selection of information sources, (ii) selection of topics, (iii) evaluation of topics, and (iv) citation skills. The instrument validation uses action research methods involving 120 undergraduate students consisting of first year students and final year students.

Highlights

Global communication processes have led to the emergence of new education models, mainly due to the development of information and communication technologies (ICT)
A change in the roles of the actors involved in the teaching-learning processes has been forced by this situation [1], [2]
The European Higher Education Region (EHEA), which seeks to harmonize and establish integration between European university studies, proposes a shift in higher education philosophy in order to emphasize the professional management of learning resources over the mere accumulation of knowledge [3],[4],[5]

Summary

Introduction

Global communication processes have led to the emergence of new education models, mainly due to the development of information and communication technologies (ICT). Teaching was previously focused on teacher guidance and student learning, educational models focus more on active learning. The students must have a collection of skills and abilities that coherently enable information. The terms of information literacy, based on a collection of competencies and skills, some general and others unique to each discipline, are connected to the skills that students need to learn in the best possible conditions on their own. A collection of 30 competencies, known as transversal or generic competencies, were defined by the project. The topic of competency and skills-based education has become increasingly relevant in Information Science. It has led to a research line known as information literacy, which focuses on competencies in using information (search, organization, processing, representation, and management).

Objectives

Methods

Results

Conclusion