Information Literacy Assessment Research Articles

Assessing information literacy levels among underprivileged communities

Assessing information literacy levels among underprivileged communities

Vocational Education Skill Assessment and Intelligent Assistance: A Study on the Application of Machine Learning Algorithms in the Assessment of Vocational Information Literacy Teaching Ability

Investigating vocational educators' knowledge-based teaching skills across China's Vocational Education (VE) institutions, this research focuses on the practical use of Machine Learning (ML) algorithms. Instructors' efficacy must be evaluated, and this work addresses the gap. VE performs an essential role in connecting learning abilities with the demands of industry. The investigation plans on developing an adaptable, subjective assessment technique that extends within the boundaries of conventional subjective evaluation methods using modern ML techniques such as Support Vector Machines (SVM), Decision Trees (DT), and Neural Networks (NN). Each ML model's accuracy, reliability, and feasibility have been determined using data collected from 120 vocational educators encompassing various fields and regions. Researchers predict that our findings will provide perspective on how to improve vocational education settings' teaching methods and governance.

Research on the Path of Information Literacy Competence Enhancement for College Students

With the continuous development of information technology, the Internet has become an important way for college students to obtain information and make interpersonal communication, especially in today’s era of high human rights and comprehensive informatisation, what is the information literacy level of college students, and how to effectively improve the information literacy of college students is a problem that needs to be solved in the digital era of the present time. Of course, this also puts forward higher requirements for college students’ information literacy education, and also highlights the importance of information literacy. Based on the above background, this paper analyses the current evaluation index system related to information literacy through the literature research method, and designs and develops a suitable information literacy assessment system for college students based on the evaluation index system, so as to provide scientific and accurate assessment for college students’ information literacy ability, which is more conducive to the enhancement of college students’ information literacy ability.

The information culture of teenagers in the context of modern education paradigm

The growing information streams and expanding information space have made information easy accessible while the need for its filtration, critical reevaluation, and clear-cut assessment criteria emerged. The younger generation has to master skills of retrieving, analyzing and using reliable information to support their lives, career and social success. Being skillful Internet users, the teenagers yet demonstrate the low level of information culture. However, the requirement to educate information culture is formulated in The Federal State Educational Standard of Comprehensive Secondary Education (FGOS) in the disciplines “Mathematics”, “Informatics” and “Literature”. The results of the regional stage of the All-Russian Olympiad of School Students – the republican Olympiad in the personal information culture (Republic of Buryatia) – have demonstrated non-conformity of teenagers’ performance with the FGOS standard. No similar Olympiads are held in other RF regions, which makes the study particularly valuable. The authors emphasize that the Olympiad in this subject area has to be implemented in other regions. They applied several research methods to assess information literacy, namely empirical (observation, comparison) and theoretical (analysis, generalization). The analysis is based on students’ answers. The newness of the study lies in characterizing information culture of Buryat schoolchildren and specifying major challenges, substantiating and extending obtained data, and suggesting new vectors of information culture regional studies.

Assessing information literacy training of postgraduate students from input-process-output perspectives: A case of the University of Dodoma

The advancement of Information and Communication Technology (ICT) has changed the way information resources are accessed, evaluated, and used. The changes have necessitated new capabilities to utilise information resources effectively. Information Literacy (IL) programmes facilitate the acquisition of the necessary skills for accessing, evaluating, and using information resources in the digital era. Most of the studies on IL in Tanzania have focused on traditional practices with little or no consideration of contributing factors to the IL training outcomes in the digital era. This study assessed the IL training of postgraduate students at the University of Dodoma (UDOM) from an input-process-output perspective to ascertain the factors contributing to IL training outcomes. The study employed quantitative and qualitative approaches within input-process-output perspectives. Primary data (Qualitative) were collected using key informants’ interviews with postgraduate IL training organisers and facilitators working at UDOM. Secondary data (Quantitative) were collected from IL training reports from 2018 to 2022. The study findings show that most of the aspects of IL training from an input-process-output perspective were considered. The participants viewed the training input and processes as effective enough to transform their IL practices. However, the findings indicated that there were aspects that needed improvement. These included the training schedule and time allocation. The study recommends continuous review of the IL training programmes to ensure the necessary components of IL are considered for successful training outcomes. It is essential to consider the stakeholders’ needs in planning, organising, and conducting the IL training programmes for effective learning.

Do Hospitals Satisfy Our Healthcare Information Needs for Rare Diseases?: Comparison of Healthcare Information Provided by Hospitals with Information Needs of Family Caregivers

ABSTRACT This study uses a cross-sectional online survey approach to investigate the gap between healthcare information provided by hospitals and family caregivers’ information needs and the relationship between demographic factors and information satisfaction. The results indicate that family caregivers have diverse healthcare information needs for daily care, but the information provided by hospitals could not satisfy these information needs most of the time. Family caregivers’ information satisfaction was unrelated to various demographic factors, such as age, race, education level, and annual household income. Family caregivers who were male and spent less time searching for rare disease related information and whose children received a rare disease clinical diagnosis and spent more days in hospitals after birth expressed higher information satisfaction. Based on the findings, this study recommends strengthening continuing education of physicians about rare diseases to increase diagnosis and conducting information literacy assessments of family caregivers to better meet their information needs about daily care.

An Assessment of Information Literacy of Students in Digital Learning Environment

This study investigated the information literacy in the digital environment of university students from Vietnam. A survey was developed to collect quantitative data from self-assessment on information literacy of 328 students from different majors of teachers’ training at VNU University of Education. Using descriptive statistical methods for the data analysis, the study showed that the students were proficient in accessing and processing basic information types in the digital environment, and had the ability to apply information and communication technology to their learning and in daily activities, such as using Microsoft office applications, tools for searching information to solve learning tasks, using email and social networks for communication, information exchange and other ordinary purposes. Students were aware of the importance of safety and information security in the digital environment. However, creativity with digital information and emotional intelligence were not highly self-assessed. Students still had limitations in applying the information obtained from the digital environment to solve problems they faced in real life.

Assessment of information literacy, attitude towards research and research competence of library and information science undergraduates in Nigerian universities

The study assessed the information literacy (IL), attitude towards research and research competence of Library and Information Science (LIS) undergraduates in South-West Nigeria universities. The descriptive survey design was adopted for the study. A two-stage sampling technique was employed for the study to get a final sample of 401. Questionnaire and focus group discussion (FGD) were the instruments for the study. Out of 401 copies of the questionnaire, 392 were found usable, which constituted a 97% return rate. The data gathered were analysed with the aid of the SPSS by the use of frequency, percentage and correlation. Thematic analysis was conducted on the qualitative data (FGD). The study found that the LIS undergraduates had poor IL, a mixed display of attitude towards research, and an acceptable level of research competence. Further, there was a significant relationship between IL and research competence of LIS undergraduates. The study recommends training on the acquisition of IL skills at the earlier levels of the LIS degree to help with research motivation and comprehension.

Community College STEM Faculty and the ACRL Framework: A Pilot Study

This study explores the science, technology, engineering, and mathematics (STEM) community college faculty’s perspectives on the Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education (Framework). Previous studies of the Framework implementation have primarily focused on the librarians’ perspectives and efforts. This pilot project seeks to bridge the gap in the study of STEM faculty’s views regarding the Framework in a community college setting. STEM faculty were asked to rate the importance of information literacy knowledge practices based on the Framework in the spring semester of 2021. The paper discusses STEM faculty’s ratings of the knowledge practices from each frame. These preliminary findings can be used by STEM librarians and STEM faculty, as well as administrators in charge of STEM programs or curricula at community colleges, for (re)designing information literacy instruction, integrating information literacy in programs, or assessing information literacy learning outcomes that utilize frames from the Framework.

Evaluation of Citizen Epidemic Prevention Information Literacy in the Post-Epidemic Era in Mainland China

Improving citizen epidemic prevention information literacy is one of the most cost-efficient and important measures to improve people's epidemic prevention abilities to effectively deal with future public health crises. Epidemic prevention information literacy is beneficial to improve individuals' ability to deal with public health crises in the future. By summarizing related domestic and international research, and utilizing an empirical methodology, we constructed an epidemic prevention information literacy assessment model with good reliability, validity, and model fit. The model is composed of four indicators: (1) "epidemic prevention information awareness"; (2) "epidemic prevention information knowledge"; (3) "epidemic prevention information ability"; (4) "epidemic prevention information morality". We used the model to assess the epidemic prevention information literacy of Chinese citizens. The results showed the following: (1) the overall level of the epidemic prevention information literacy of Chinese citizens was comparatively high, however, its development was unbalanced, and the capability and moral levels of the epidemic prevention information were comparatively low; (2) the four dimensions of the epidemic prevention information literacy were different in terms of the citizens' education levels and locations. We analyzed the probable causes of these problems, and we propose specific corresponding countermeasures. The research provides a set of methods and norms for the evaluation of citizen epidemic prevention information literacy in the post-epidemic era.

A rubric approach to assessing information literacy competency in tertiary curricula

Systematic analysis of undergraduate curriculum design and assessment is required to ensure real world experiences are embedded in a degree structure for a high level of information literacy (IL) attainment. IL competencies and skills are critical for successful graduate outcomes. We developed a framework using a constructive alignment approach to develop the Student Attributes for Information Literacy (SAIL) and accompanying rubric with outcomes that categorize depth of application over degree progression. The rubric was used to audit IL in core units of a multidisciplinary Bachelor of Environmental Science degree before and after a cycle of curriculum design. SAIL’s rubric provides educators with a practical and repeatable approach to identifying IL development in units of learning. The SAIL rubric found that IL, for most core units, was taught, practiced, and assessed at the foundational level. At the advanced level, however, students had limited opportunities for literacy training, practice, and assessment in a digital context until the end of the degree. The framework and rubric identified gaps and opportunities in IL attainment, and thus warrants further application. Making sure these gaps are addressed, with opportunities identified for learning throughout a progressive program, will ensure resilient and adaptable graduates in a digital dominant workforce.

Meeting Them Where They Are: Designing a New Self-Paced Library Orientation Program for Students in the Learning Management System

In this column, we share what we have done before to teach students how to access the databases. In addition, we briefly discuss our past marketing efforts and the tools we used for our information literacy assessment programs in the past. Finally, we discuss what we’re doing now including the platform we chose and why, the audience (who is this for), and the details of the project plan. Ultimately, by migrating from Teachable to the Learning Management System tools for the online library orientation program I have reduced redundant technologies, saved the library money, and reduced my workload.

A Text Analysis of Four Levels of Librarian Involvement and Impact on Students in an Inquiry-Based Learning Course

Librarians at the University of Calgary collaborated with instructors on an inquiry-based learning course with varying involvement across four course sections. This study uses text analysis of student assignments to assess information literacy (IL) skill development across four levels of course participation: librarian as instructor-of-record, two levels of embeddedness, and a single ‘one-shot’ session. The methodology included the tracking of keywords generated using the ACRL Framework for Information Literacy and text analysis of student reflection assignments in an inquiry-based, research-focused first-year undergraduate course. The results suggest that the benefit to student IL skills is not related to amount of librarian instruction, but rather to the level of instructor buy-in with regard to library services and the importance of IL skills. We argue that the most impactful librarian involvement is as an IL course consultant rather than a full-time embedded librarian (which is surprising given the literature on the efficacy of embeddedness). Although further research is needed, the study results have significant implications for academic librarian instructional practices and collaborations on course content with faculty members.

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.

A hesitant fuzzy SMART method based on a new score function for information literacy assessment of teachers

As two powerful and flexible tools for decision-makers (DMs) to model the complex cognition, the hesitant fuzzy set (HFS) and hesitant fuzzy linguistic term set (HFLTS) allow DMs to express their opinions with several possible membership values or linguistic terms on the objects over each criterion. The aim of this article is to develop a novel score function of the HFS and HFLTS including hesitant degree and fuzzy degree information. For this purpose, the notion of fuzzy degree of the hesitant fuzzy element (HFE) and hesitant fuzzy linguistic element (HFLE) is introduced first. Then, considering both the hesitant degree and fuzzy degree information in expressions, the new score function, namely the Score-H&FD, is designed. Based on which, we extend the classical SMART (simple multi-attribute rating technique) method to the hesitant fuzzy environment. As a result, the hesitant fuzzy SMART (HF-SMART) method is developed in this article. Afterwards, we apply our proposed approach to assess and rank several teachers concerning information literacy. Finally, sensitive analysis and comparative analysis are carried out. The results show that the proposed method in this article has substantial advantages and applicability.

An evaluation of the information literacy of safety professionals

Information literacy has gradually become one of the necessary qualities in current and future safety practices. The calculation and assessment of information literacy of safety professionals is an effective way to understand their information literacy level. This paper, therefore, aims to evaluate the information literacy level of safety management personnel, for improving their ability to comprehend safety language/technology/information. Based on the theory of safety information systems and the characteristics of safety professionals, this study develops an index system to assess the information literacy level of safety professionals. The index system consists of five indexes: safety information demand consciousness, safety information acquisition ability, safety information evaluation ability, safety information utilization ability, and information ethics. According to the analytic hierarchy process method, the weight of the index can be determined. This developed method was implemented to evaluate the safety information literacy level of 40 safety professionals from four different corporations. The quantitative results of the fuzzy evaluation are in good agreement with the qualitative analysis results, indicating that the index system has excellent applicability and can be applied to the evaluation of the information literacy level of safety professionals. Besides, recommendations are put forward to improve the information literacy of safety professionals.

A rubric approach to assessing information literacy competency in tertiary curricula

Systematic analysis of undergraduate curriculum design and assessment is required to ensure real world experiences are embedded in a degree structure for a high level of information literacy (IL) attainment. IL competencies and skills are critical for successful graduate outcomes. We developed a framework using a constructive alignment approach to develop the Student Attributes for Information Literacy (SAIL) and accompanying rubric with outcomes that categorize depth of application over degree progression. The rubric was used to audit IL in core units of a multidisciplinary Bachelor of Environmental Science degree before and after a cycle of curriculum design. SAIL’s rubric provides educators with a practical and repeatable approach to identifying IL development in units of learning. The SAIL rubric found that IL, for most core units, was taught, practiced, and assessed at the foundational level. At the advanced level, however, students had limited opportunities for literacy training, practice, and assessment in a digital context until the end of the degree. The framework and rubric identified gaps and opportunities in IL attainment, and thus warrants further application. Making sure these gaps are addressed, with opportunities identified for learning throughout a progressive program, will ensure resilient and adaptable graduates in a digital dominant workforce.

Information Literacy Behavior and Practice: An Assessment of Undergraduate Students at Ada College of Education, Ghana

Information literacy instruction and comprehension is often considered a priority in higher education institutions globally, especially in recognition for the role it plays in developing student skills in finding information effectively, critically evaluating information and creatively applying it as part of knowledge construction. Libraries and library departments are often at the forefront of facilitating access to information to support study and research. They are also often tasked with providing opportunities for the development of skills to support the effective, efficient, and ethical use and application of information. This research used survey methodology to assess information literacy understanding amongst undergraduate students of Ada College of Education, Ghana, as well as approaches to accessing information within this Ghanaian Higher Education College, specializing in education training. The results from this survey present an overview of the College’s current approach to information literacy instruction, resource accessibility, as well as students’ information literacy comprehension and application. A series of recommendations are presented for the College to consider in improving its approach to supporting information literacy skills development.

Perceptions of Teacher Education Students in Kerala about Information Literacy Skills: An assessment

Information literacy skills are essential for individuals to be life-long learners and to be the catalysts of information societies. The review of literature shows that there is a dearth of studies on assessment of information literacy (IL) skills of teacher education students, particularly in India. Assessments of both perceptions of teacher educations students about their IL competencies and their actual level of IL skills were made in many western countries either using standardised tools or locally developed tools. The present study is intended to address the gap in literature in the area of perceptions of student-teachers in Kerala about their IL competencies. A survey was conducted among the students of teacher education institutions (TEIs) in government, government aided and unaided sectors. Sample was selected from students specialising in Languages, Mathematics, Natural Sciences, Physical Sciences and Social Sciences across Kerala. The questionnaire for the purpose was adapted from previously tested ones following ACRL Standards, and adapted to make it appropriate for the Indian context. Analysis of 772 responses revealed that teacher education students in Kerala have high level of perceptions about their IL competencies. Previous investigations reported that when assessments are made, usually students over-estimate or under-estimate their IL self-efficacies. Therefore, it is recommended that another study to be conducted to assess the actual IL skills of these students.

Incoming First-Year Student Information Literacy Assessment

A survey of incoming FHSU first-year students was distributed in 2020 and 2021 as the beginning of a longitudinal mixed-methods assessment of the information literacy skills students have when they first arrive at FHSU. Survey questions were designed around strengths-based and constructivist pedagogy, assessing students' existing knowledge to reveal appropriate starting points for library instruction in large-enrollment first-year courses. Survey questions were phrased as research scenarios assessing the skills of evaluating information, identifying source type, and conducting research strategies. Not enough data was collected during Fall 2020 to be statistically significant, however, the Fall 2021 survey resulted in 564 responses yielding a statistically significant sample size of the incoming class. Only data from Fall 2021 is reported. The results corroborated several similar studies finding that students self-report high confidence levels in their information literacy skills, yet vary on how accurately they performed those skills. The survey participants were most accurate at performing tasks of evaluating information, moderately accurate when identifying the appropriate information type for a specific research scenario, and somewhat accurate when constructing a research strategy.