Information Literacy Assessment (review)

2007 ◽  
Vol 7 (1) ◽  
pp. 126-127
Author(s):  
Vibiana Bowman
Keyword(s):  
Information Literacy ◽  
Literacy Assessment

Information literacy assessment by portfolio: a case study

2007 ◽  
Vol 35 (1) ◽  
pp. 41-70 ◽  
Author(s):  
Valerie Sonley ◽  
Denise Turner ◽  
Sue Myer ◽  
Yvonne Cotton
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Assessment Method ◽  
Literacy Assessment ◽  
Content Type ◽  
Small Cohort ◽  
The University ◽  
Practical Implications ◽  
Selection Of

PurposeThe purpose of this paper is to report the results of a case study evaluating the revision of the assessment methods of an information literacy module. The revised assessment method took the form of a portfolio.Design/methodology/approachDuring 2004, all six credit modules at the University of Teesside had to be reviewed and restructured into ten credit modules. Following Biggs' principles of constructive alignment, the tutors looked at the existing module aims and learning outcomes. A review of the literature and previous experience informed the selection of the new assessment method by portfolio. An evaluation of the assessment method was undertaken after the module had run.FindingsThe paper finds that the assessment method had real strengths especially in terms of validity. It was also economical and efficient. Students knew what they were expected to do and where they needed to put in effort.Research limitations/implicationsThe assessment by a portfolio method has been carried out once with a relatively small cohort of students, so the findings can only be regarded as interim.Practical implicationsThe tutors believe that they have created a very useful module with an aligned assessment method which would be of benefit to a much greater number of studentsOriginality/valueThere is a shortage of publications that report the results of the use of portfolios for the assessment of information literacy.

Information literacy: assessment of undergraduate and graduate nursing students

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rabia S. Allari ◽  
Khaldoun Hamdan ◽  
Maha Alkaid Albqoor ◽  
Abeer Shaheen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Mass Media ◽  
Information Literacy ◽  
Information Technologies ◽  
Literacy Assessment ◽  
Cross Sectional ◽  
Content Type ◽  
Academic Level ◽  
Information Competency

PurposeTo describe the perceived level of information competency among nursing students in Jordan.Design/methodology/approachCross sectional-correlational design was utilized. Data were collected using an electronic self-administered questionnaire from graduate and undergraduate nursing students in Jordan.FindingsNursing students showed a moderate mean total score of information competency (184.11 out of 280, SD = 22.92). Among information competency subscales, using the information technologies subscale had the highest mean score, while information from the mass media subscale had the lowest mean score. Information competency of nursing students was positively correlated with students' age. Significant differences were found in information competency according to the academic level, addressing scientific research and research in databases in the course of the study, frequency of meeting the supervisor to discuss the research and university sector.Originality/valueAlthough there are numerous studies worldwide that assessed nursing students' information literacy, this paper represents the first study of information literacy competencies among nursing students in Jordan. While the content supports conclusions that have been drawn from other studies, this study is novel in terms of the student population it addressed. Information competency among nursing students can be improved by integrating standard research and information competency courses at the undergraduate level and involving mass media platforms in the nursing education curricula.

Information Literacy Education for First-Year Composition Students

2018 ◽  
pp. 85-121 ◽  
Author(s):  
Monica D. T. Rysavy ◽  
Russell Michalak ◽  
Kevin Hunt
Keyword(s):  
Information Literacy ◽  
Business Students ◽  
Literacy Skills ◽  
First Year ◽  
Literacy Assessment ◽  
First Year Students ◽  
Composition Students ◽  
First Year Composition ◽  
Composition Course ◽  
International Graduate

This chapter describes how the researchers at a small private Master's level college examined how different delivery modes—face-to-face (F2F), hybrid, and online instruction—may impact first-year students' perceptions of their information literacy (IL) skills compared to their test-assessed information literacy skills using the students perception of information literacy-questionnaire (SPIL-Q) and information literacy assessment (ILA) instruments. These instruments were developed and deployed to international graduate business students in two previous studies: Michalak and Rysavy and Michalak, Rysavy, and Wessel. The students (n=161) in this study were enrolled in a first-year English composition course in the Spring 2017 semester. This iteration achieved an overall response rate of 87.04% (n=141). Overall, results demonstrated the greatest achievement were demonstrated by students in hybrid course sections.

scholarly journals New tools for assessing information literacy

2020 ◽  
Author(s):  
Ellen Nierenberg ◽  
Torstein Låg ◽  
Tove I. Dahl
Keyword(s):  
Information Literacy ◽  
Annotated Bibliography ◽  
Assessment Tools ◽  
Measurement Properties ◽  
Literacy Assessment ◽  
Open Platform ◽  
Think Aloud Protocols ◽  
Pilot Sample ◽  
Psychometric Measurement ◽  
Key Aspects

There is a need for short and easily administered measures for assessing students’ levels of information literacy, as currently existing measures are long and cumbersome. We have therefore created a suite of tools, the “Tromsø Information Literacy Suite” (TROILS), for information literacy assessment. This suite of tools is freely available on an open platform for others to both use, adapt, and supplement.  In this presentation, we introduce four TROILS assessment tools:  1. a survey for assessing students’ knowledge of key aspects of information literacy  2. a survey for measuring how interested students are in being/becoming information literate individuals  3. an annotated bibliography for assessing students’ abilities to critically evaluate information sources  4. a rubric for assessing students’ use of sources in their written work  Together, these tools measure what students know, feel, and do regarding key facets of information literacy. We will discuss the tools’ development and present preliminary results of tests with students in higher education in Norway.  Both surveys were developed using procedures intended to ensure acceptable psychometric measurement properties. These included expert consultation for content validity, student think-aloud-protocols for readability, item selection based on a pilot sample, exploratory factor analysis, estimates of reliability and criterion validity. The final surveys were deployed during the fall semester and will be used longitudinally to measure students’ progress over three years.   Results from the annotated bibliography (source evaluation) and the rubric (source documentation) were compared with survey results to see whether what the students actually do in their coursework correlates with what they know, based on the survey. 

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