Assessment Of Information Literacy Skills Research Articles

Measuring the impact of information literacy programs on student success: a review

This paper presents a comprehensive overview of methodologies and approaches for assessing the impact of information literacy programs on student success in educational settings. Information literacy programs aim to equip students with essential skills to locate, evaluate, and effectively use information in academic and professional contexts. The abstract explores various dimensions of measuring the impact of these programs, including assessment of information literacy skills, academic performance, integration into curriculum, perceptions and self-efficacy, and employability and career readiness. Measuring the impact of information literacy programs on student success requires a multifaceted approach that considers various dimensions of student learning, academic performance, and professional development. By employing a combination of quantitative and qualitative methods, educators and researchers can gain a comprehensive understanding of the effectiveness of information literacy interventions in preparing students for success in an information-rich world.

Exploring the Digital Maze: Unveiling Information Literacy within Moroccan English Department Students with a Focus on Developing a Research Strategy

This study explores the realm of information literacy amongst Moroccan English department students, unravelling the intricacies of their abilities in developing a research strategy. Getting data from the Standardized Assessment of Information Literacy Skills (SAILS) test, the research scrutinizes the performance of undergraduate, graduate, and doctoral students. The focus on the specific skill set of developing a research strategy sheds light on the students' competencies in areas such as conferring with instructors, identifying research topics, and understanding the role of desired end products in information retrieval. The findings reveal nuanced strengths and weaknesses among students at different academic levels. This exploration not only contributes to the understanding of information literacy within the Moroccan English departments' context but also provides insights for curriculum designers and faculty seeking to enhance students' proficiency in navigating the digital information landscape.

Assessment of information literacy skills among undergraduates of Bowen University, Iwo, Osun State, Nigeria

The purpose of this study was to examine the information literacy skills of undergraduates of Bowen University , Iwo, Osun State, Nigeria. Specifically, the research aimed to identify how undergraduates acquire their information literacy skills, investigate the level of information literacy skills among undergraduates of Bowen University, and identify the challenges they face in acquiring these skills. A descriptive survey design was employed, and a sample of 210 undergraduates was selected using a multi sta ge sampling technique. Data was collected using a questionnaire titled " Assessment of Information Literacy Skills of Undergraduates Qustionnaire (AILSUQ) AILSUQ)" and analyzed using frequency , percentages, and linear regression. The study revealed that the majorit y of respondents acquired their information literacy skills through one on one consultations with librarians, assistance from colleagues, and library orientation. Additionally, the findings showed that respondents demonstrated a high level of information l iteracy skills. Challenges encountered by undergraduates included inadequate training time, insufficient learning equipment, and poor awareness of the information literacy program. Furthermore, the study found a significant difference in information litera cy skills between male and female undergraduate students. The study recommends that universities incorporate information literacy training into their curriculum to equip students with the necessary skills for effective use of electronic resources.

Online Program to Enhance Teacher Learning to Develop Students' Information Literacy Skills

“Online Program to Enhance Teacher Learning to Develop Students' Information Literacy Skills” is an expected result from the implementation of Research and Development under the following concept: “It begins with teacher learning development. Teachers then incorporate the learning outcomes into student development.” Firstly, as a result of implementing the R1&D1 to R4&D4 process, six sets of Teacher Learning Manuals and one Teacher Workshop Manual for Implementing the Learning Outcomes in Student Development were created. Secondly, in the R5&D5 phase, the manuals were evaluated with 157 teachers and 2,613 students using a one-group pre-test/post-test experimental model in schools affiliated with the Office of the Basic Education Commission. The experimental results revealed that the teachers' scores on the post-experimental test had met the standard of 90/90, and that the mean scores had been statistically significantly higher than the pre-experimental test. Furthermore, the findings in implementing the teacher’s learning outcomes in student development illustrated that their post-experimental mean score in the Information Literacy Skills assessment had been statistically significantly higher than the pre-experimental score. Taken together, these findings confirmed that the developed online program had been proven to be effective according to the established research hypothesis. Moreover, the study results also demonstrated that the developed online program could be distributed to schools under the Office of the Basic Education Commission.

Uncovering the Information Literacy and Communication Skills of Biology Students in The State University of Makassar

Today's world necessitates information literacy and communication abilities. Mastery of information literacy and communication skills has a long-term impact on students' careers, hence information literacy and communication skills should be taught from the beginning of the lecture, while students are still in first year. This study aimed to assess information literacy skills and communication skills of students in Biology department, State University of Makassar. The population of this study was all first year students (six classes), in the academic year of 2018/2019, who took the General Biology Course. Three classes (N = 112) became samples of this research. The research instruments were rubric of information literacy skills and communication skills. Two observers were employed to examine students skill occurring in four meetings course. The study found that Biology student information literacy skills are generally in progress level. Meanwhile, the majority of the students’ communication skills are in able tier level (level 2). The results of mapping information literacy and student communication skills can be used as input for educators in designing learning.

Assessment of information literacy skills and knowledge-based competencies in using electronic resources among medical students

PurposeThis paper aims to focus on the information literacy skills and how the resources are being used by medical students of Mahatma Gandhi Medical College and Research Institute (MGMCRI), Pondicherry, India. The main aim is to determine the medical students use, purpose, search strategies and sources through which aware and literacy skills acquired. Further, this paper aims to bring out the problems faced.Design/methodology/approachA survey method was conducted through a structured questionnaire distributed among 120 medical students from first year to fourth year. Stratified random sampling was used for selection of students.FindingsFindings of the study revealed that medical students largely used medical databases such as Bentham Sciences, ProQuest, PubMed and MedlinePlus. Further, the paper reveals that majority used health information for updating their knowledge and to acquire general information. The students’ information literacy level found minimal, which may be the reason majority of the students found difficulty in locating the desired materials followed by irrelevant information, inadequate e-resources and lack of awareness reported some extent.Originality/valueThe recommendations made based on the study are expected to be beneficial to the authorities and library administration of the surveyed institution to take appropriate measures for effective utilization of resources.

Information literacy self-efficacy versus performance: Secondary students

The purpose of this study was to determine if secondary students overestimate their information literacy (IL) abilities and if differences exist between their information literacy self-efficacy and performance levels. A sample of 397 secondary students completed the Information Literacy Self-efficacy Scale (ILSES) and the Tool for Real-time Assessment of Information Literacy Skills (TRAILS) to measure their information literacy self-efficacy and performance. Descriptive means were calculated, compared using a t-test, and reported for student information literacy self-efficacy levels according to the ILSES and student information literacy performance levels according to the TRAILS measure. Quantitative analyses showed that all groups overestimated their information literacy abilities. Additional findings were that as self-efficacy increased, so too did performance. However, the discrepancy between self-efficacy and performance increased as self-efficacy increased as well.

Assessment of information literacy skills and information-seeking behavior of medical students in the age of technology: a study of Pakistan

Purpose Information literacy skills (ILSs) and information-seeking behavior (ISB) is a widespread topic that needs modern technologies to improve the technical skills of the students. The purpose of this study is to assess the usage of library resources for medical college students. To explore and understand the student’s level of satisfaction, learning and seeking behavior by efficient information retrieval systems. Design/methodology/approach The study is based on a quantitative research method and data was collected from the undergraduate students of medical colleges Islamabad Pakistan. The data were analyzed by Statistical Package for Social Science (SPSS) version 25 using Pearson correlation statistical test to identify the level of proficiency of correlation of variables and testing of the proposed hypothesis. Findings The finding of the study shows that the medical students can enhance their IT skills to seek the information in this technology era. The medical institutional administration can develop the education development policy, traditional health education policy, funds allocating policy, health information literacy and collaborate with library staff for enhancing the services and to meet the information need of medical students. Practical implications The conclusion of this study is very helpful to reduce the barriers between the students and the library staff. The findings of the study are also beneficial for the administration to improve and develop the strategies for enhancing the ILSs of medical students to achieve medical educational information in the age of technology. Therefore, all significant structures want to improve and to develop the environment of information seeking by medical students to achieve medical educational information. Social implications Medical college library administrative management must be design useful a durable policy to come up with the technology development for digital literacy. The study reduces the barriers between the students and the library staff. Originality/value The study is based on quantitative research method to find out ISB of medical students.

Assessing Information Literacy Skills and Library Anxiety of First-Year Occupational Therapy Graduate Students

Assessing Information Literacy Skills and Library Anxiety of First-Year Occupational Therapy Graduate Students

Information Horizons Mapping is Related to Other Measures of Health Literacy but Not Information Literacy

A Review of: Zimmerman, M.S. (2020). Mapping literacies: Comparing information horizons mapping to measures of information and health literacy. Journal of Documentation, 76(2), 531–551. https://doi.org/10.1108/JD-05-2019-0090 Abstract Objective – To evaluate information horizons mapping as a valid measure for assessing information literacy and health literacy compared to three validated information and health literacy measurements and level of educational attainment. Design – Quantitative data analysis using multiple regression and the Anker, Reinhart, and Feeley model as the conceptual framework. Setting – A small university-centered community in Iowa City. Subjects – 149 members of the university community. Methods – The author conducted a power analysis to determine a minimum sample size required for maintaining study validity and selected the Anker Model of conceptual framing for health information-seeking behavior. This is a three-phased model that explores the information seeker’s predisposing characteristics, engagement in health information seeking, and outcomes associated with information seeking. Recruited participants completed three assessments—the Tool for Real-time Assessment of Information Literacy Skills (TRAILS), the Health Literacy Skills Instrument (HLSI), and the Brief Health Literacy Screen (BHLS)—and drew information horizon maps illustrating what sources of information they tend to seek for health-related questions. The author calculated information horizon map results using a scoring system incorporating the number and quality of information sources identified in the maps and applied multiple linear regression analysis and Spearman’s rank correlation coefficient to participants’ scores from all four assessments as well as their level of educational attainment to determine strengths of relationships between variables. Main Results – In the information horizons map results, participants identified an average of 6.9 information sources with a range of 3–13 and received an average score of 18.8 in information source quality with a range of 4–45. The author applied multiple linear regression to predict the number of information source counts on the information horizons map based on HLSI, TRAILS, and BHLS assessment scores and level of educational attainment and found a significant relationship (p=0.044). A significant relationship also existed between quality of source scores on the map based on HLSI, TRAILS, and BHLS assessment scores and level of educational attainment (p=0.033). Removing the educational attainment variable produced an even stronger significant result. Spearman’s rank correlation coefficient supported the findings of the multiple regression analysis and revealed a strong relationship between source count and scores on the BHLS (r=0.87) and HLSI (r=71) but a weak relationship between source counts and TRAILS score and level of educational attainment. Source quality had a weak relationship with BHLS scores (r=0.24), a moderate relationship with the HLSI scores (r=0.50), and a weak relationship with TRAILS scores and educational attainment. Conclusions – The data analysis suggests a significant relationship between information horizons mapping and health literacy but not information literacy or level of educational attainment. This data supports findings from the author’s previous research examining the relationship between information horizon maps and information literacy scores for refugee and immigrant women. It also suggests that information horizons mapping may facilitate storytelling that reflects the complexity of participants’ health literacy ability and may introduce the potential to assess low-literacy level populations. More research is needed to examine the quality and complexity produced in information horizons maps. This methodology may be applied to investigate better techniques for assessing the health literacy levels among populations that struggle with prose-based assessments.

Information Literacy Skills Assessment in Digital Crisis Management Training for the Safety Domain: Developing an Unobtrusive Method

This study aims to develop an unobtrusive assessment method for information literacy in the context of crisis management decision making in a digital serious game. The goal is to only employ in-game indicators to assess the players’ skill level on different facets of information literacy. In crisis management decision making it is crucial to combine an intuitive approach to decision making, build up by experience, with an analytical approach to decision making, taking into account contextual information about the crisis situation. Situations like these have to be trained frequently, for example by using serious games. Adaptivity can improve the effectiveness and efficiency of serious games. Unobtrusive assessment can enable game developers to make the game adapt to the players current skill level without breaking the flow of gameplay. Participants played a gameplay scenario in the Dilemma Game. Additionally, participants completed a questionnaire that was used as a validation measure for the in-game information literacy assessment. Using latent profile analyses, unobtrusive assessment models could be identified, most of which correlate significantly to the validation measure scores. Although inconsistencies in correlations between the information literacy standards, which call for broader testing of the identified unobtrusive assessment models, have been observed, the results display a good starting point for an unobtrusive assessment method and a first step in the development of an adaptive serious game for information literacy in crisis management decision making.

Assessment of information literacy skills

PurposeThe purpose of this study is to assess information literacy skills of undergraduates in Nigerian universities.Design/methodology/approachA 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.FindingsThe 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 implicationsThe findings of the study will inform librarians and faculty in universities in developing countries like Nigeria to develop an information literacy instruction policy.Originality/valueAssessing information literacy skills will provide the foundation and knowledge to improve the development of information literacy training programmes.

Assessing undergraduate information literacy change over time

Purpose The research project assessed information literacy skill changes in college students at two points in time, as entering first-year students in 2012 and as seniors in their senior seminar capstone courses in the 2015–2016 academic year. The paper aims to discuss this issue. Design/methodology/approach The Standardized Assessment of Information Literacy Skills (SAILS) individual test was the selected instrument. Version 1 of the test was used for first-year students and Version 2 was used for seniors. All testing was done in person in computer labs with a librarian or library staff member present to proctor the test. This resulted in obtaining 330 student results as first years and 307 as seniors, with 161 exact matches for both administrations of the test. Exact matching of student scores to demographic details pulled from the college’s student information systems were used in the analysis. Findings The analysis shows that overall first-year students tested below the 70 percent proficiency benchmark in all eight skill sets, but by the time they were seniors they scored above 70 percent in three skill sets. Male students and students of color performed lower than their counterparts, but these groups did demonstrate significant improvement in four skill sets by the time they were seniors. Students in the Honors program, those who took longer to complete the test as seniors, those with higher GPAs, those in Humanities majors, and those who had upper level course exposures to librarian information literacy instruction had higher performance on the test. There were no statistically significant results for students who were first generation, Pell Grant eligible, or were in-state or out-of-state residents. Originality/value There are few published studies that utilized the SAILS test for longitudinal institution-wide assessment. The majority of institutions that utilized the individual version of SAILS did so to determine change within a selected course, or set of courses, in the same semester and very few are published.

Assessing Information Literacy Skills of Undergraduate Freshmen: A Case Study from Hong Kong

Assessing Information Literacy Skills of Undergraduate Freshmen: A Case Study from Hong Kong

Are transfer students lagging behind in information literacy?

PurposeThe purpose of this study was to assess the information literacy proficiency of transfer students. This assessment of skills was undertaken to improve the services provided to transfer students in academic libraries, with a particular focus on information literacy instruction.Design/methodology/approachThe Project Standardized Assessment of Information Literacy Skills (SAILS) test was administered to assess the information literacy proficiency of a cohort of undergraduate students taking courses on two regional campuses of a four-year institution. In total, 114 students participated, and SAILS test scores were compared to several demographic characteristics using one-way and two-way analysis of variance (ANOVA).FindingsResults showed that undergraduate students generally lack information literacy skills, even at the junior and senior levels. Previous library instruction had a positive impact on scores for two of the Association of College and Research Libraries information literacy standards, suggesting that library instruction programs can be effective at improving these skills. When examining performance across the board on the various information literacy skills, there was no significant difference between transfer and native students in this result set.Research limitations/implicationsThis study had a limited sample size, and only tested students taking courses from two regional campus locations. Follow-up studies could broaden the scope to include main campus transfer students to form a larger sample size.Originality/valueIt was difficult to find original research within the library literature that directly addressed information literacy skills in a mixed population of transfer and native students. Further research in this area can serve to improve the services offered to all students within academic libraries.

Assessing information literacy skills among young information age students in Singapore

PurposeThe 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/approachA 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.FindingsThe 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 implicationsThe 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/valueThis 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.

Assessment of Information Literacy Skills among Science-Post Graduate Students in Universities of Karnataka State: A Study

Information literacy is considered as the crucial skill of the 21st Century in pursuit of knowledge. It is the ability to recognizing when information is needed and being able to efficiently locate, accurately evaluate, legally and ethically use and also clearly communicate information in various formats. The purpose of this paper is to investigate information literacy skills of the Science Post-Graduate students studying in Kuvempu University and Davanagere University of Karnataka State. The survey method is used to conduct the study. A structured questionnaire with 102 questions to measure 102 variables is used to collect the data. The major findings of the study are that majority (92.5%) of the students are skilled to define, develop and revise the information need on a topic, 83.6% identify the different types, formats and 80.2% identify purpose and target audience of information sources and 97.4% understand the organization and production of universe of knowledge. An average 74.1% of students are skilled to identity and use different information retrieval tools, 62.9% evaluate the information sources available both print and electronic formats and 68.1% able to determine the cost and benefit of acquiring information sources effectively; 51.7%of students are skilled to construct and use different information search strategies; 56.9% able to summarize, synthesize and validate the gathered information; 48.3% plan, develop and communicate the information product or performance, 45.7% able to use information ethically and legally and 36.2% able to acknowledge and document consulted information sources properly. On the basis of the findings, some suggestions have been put forward to improve the information literacy skills of the students.

Assessing information skills among the undergraduate science students of pcacs, Navi Mumbai: A pilot study

Assessment is an essential part of teaching, learning and assessment process. Librarians throughout academia need to assess information literacy skill. Information literacy enables a student to achieve his/her goals, develop his/her knowledge and potential, and participate fully in the wider society. It is widely recognized that information literacy is vital for learning and growth of higher education students. However, authors noted that little research is reported about assessment of information literacy skills in Indian education system. This study has been designed to address this vital need to measure the level of information literacy skills among the undergraduate science students of Pillai College of Arts, Commerce and Science, Navi Mumbai.

Prescriptive/Diagnostic Assessment of Information Literacy Skills of Science Students at PCACS: A Pilot Study

This study attempts to analyse the information literacy skills by UG science students of Pillai College of Arts, Commerce and Science, Maharashtra (PCACS). The objectives deal with the awareness and use of different types of learning resources and services offered by the institute library. The study also identifies lack of training and technical knowledge to use Information Communication Technologies (ICTs) as the major hindrances faced by the students in PCACS. This paper recommends the implementation of ILEP for the optimum utilisation of learning resources and services offered by the library.

Assessing Information Literacy Skills of Undergraduate Students: Sample of Ankara University

Information literacy skills are extremely important for students at universities to keep up with technological innovations and changes, manage the research process effectively and become lifelong learners in the future. Today, people are supposed to be information literate and in this context they are expected to be able to define their information needs, access and evaluate the information resources, construct the new information onto their present knowledge, use the information accordingly and ethically and transmit/present the information. There is a significant contribution of educational activities organized by libraries to equip students with these skills. In this study, it is aimed to determine information literacy skills of undergraduate students at Ankara University in the process of searching, accessing, assessing, using, transmitting/presenting information. The descriptive method has been used and the research has been performed on a sample consisting of 245 undergraduate students selected through stratified random sampling from the universe of 39.136 students. The results have been analyzed through PASW (Predictive Analytics SoftWare). The result of the study indicates that the students encounter difficulties in the subjects which require advanced and more detailed information, they have not received any training for information literacy skills yet and thus they require educational activities which will be organized in this regard.