scholarly journals Information literacy skills among high school students: An exploratory study of six schools in the South East region of Botswana

2021 ◽  
Author(s):  
Boemo Nlayidzi Jorosi ◽  
Goitsemang Gladness Isaac
Keyword(s):  
High School ◽  
High School Students ◽  
Information Literacy ◽  
Literacy Skills ◽  
The South ◽  
Structured Interviews ◽  
School Students ◽  
East Region ◽  
Information Literacy Skills ◽  
Teacher Librarians

Over the past four decades or so, information literacy skills have quickly gained centre-stage status in the educational sector as a strategy of coping with the overload of information. This study reports the results of an exploratory investigation (N=279) into information literacy skills among final year high school students in six schools located in the south eastern Botswana. The objectives of the study were twofold: (1) to determine the information literacy level among final year students, and (2) to gain a broader understanding of information literacy skills practices in Botswana high schools. Data were gathered via self-administered questionnaires and additional qualitative data were obtained from structured interviews with teacher-librarians. Results indicate three main issues: first, poor information skills among the students; second, heavy reliance on the use of prescribed textbooks; and finally, the curriculum as a barrier towards the effective integration of information literacy skills into the educational system.

Game-Based Learning and Information Literacy

2017 ◽  
Vol 7 (4) ◽  
pp. 1-21 ◽  
Author(s):  
Scott Neal Wilson ◽  
Caroline E. Engler ◽  
Jessica E. Black ◽  
Derik K. Yager-Elorriaga ◽  
William Michael Thompson ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Information Literacy ◽  
Educational Games ◽  
Controlled Trial ◽  
School Setting ◽  
Literacy Skills ◽  
School Students ◽  
Information Literacy Skills ◽  
Improved Performance

In the 21st century, students have access to a plethora of information. As such, the skills required to access and effectively sort through this information (information literacy skills) become ever more important for success in both academic and non-academic settings. This study sought to assess the efficacy of two educational games designed to increase high school students' information literacy skills. Using a randomized controlled trial in a high school setting, the games were integrated into a standard curriculum and tested for efficacy. Post-test results indicated that both games effectively transmit targeted skills. Additionally, improved performance (relative to controls) on end-of-instruction testing (EOI; end-of-year state testing) suggest that these skills transfer across important academic domains. The study provides strong evidence to support the use of these two educational games to supplement and enhance information literacy instruction.

Assessing Change In High School Student Information Literacy Using The Tool For Real-Time Assessment Of Information Literacy Skills

2012 ◽  
Vol 5 (3) ◽  
pp. 153 ◽  
Author(s):  
Cindy L. Kovalik ◽  
Susan D. Yutzey ◽  
Laura M. Piazza
Keyword(s):  
High School ◽  
High School Students ◽  
Real Time ◽  
Information Literacy ◽  
High School Student ◽  
Assessment Tool ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Student Information ◽  
Time Assessment

Change in high school student information literacy (IL) knowledge and skills, from freshman year to senior year in high school was the focus of this quasi-experimental research project. Researchers used a free information literacy skills assessment tool entitled TRAILS (Tool for Real-time Assessment of Information Literacy Skills) to measure student IL skills. A total of 201 high school students participated in the study. Paired samples t-test results were mixed for specific TRAILS sub-categories, however, the senior mean for the total TRAILS assessment was significantly higher than the mean the participants earned on the total TRAILS assessment when they were freshman. Cohens d effect size was 0.61. The significance of the information literacy curriculum is discussed in light of these findings.

scholarly journals Correlation Between Information Literacy and Critical Thinking Enhancement Through PjBL-Information Literacy Learning Model

2020 ◽  
Vol 4 (4) ◽  
pp. 774
Author(s):  
Siti Supriyanti ◽  
Anna Permanasari ◽  
Fitri Khoerunnisa
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Information Literacy ◽  
Biogas Production ◽  
Literacy Learning ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Critical Thinking Skills ◽  
School Students ◽  
Information Literacy Skills

Information literacy is closely related to critical thinking skills. Critical thinking skills are related to exploring and evaluating information to make argumentation with relevant and appropriate information. It includes analyzing and synthesizing information to solve a problem where these activities are part of information literacy. Thus, information literacy-based learning should be able to enhance critical thinking skills. This study aims to determine the correlation between critical thinking skills and student’s information literacy enhancement through learning chemistry with the PjBL-IL model on the biogas production context. This study used a pre-experimental method - one group pretest-posttest design involving 32 high school students. Students' critical thinking and information literacy skills were measured using tests. Critical thinking skills and information literacy enhancement on high and medium category with N-gain score are 72.90% and 66.20% respectively and show a low correlation with a correlation coefficient value of 0.144. Where the basic support indicator has a negative correlation (r = -0.105). Thus, critical thinking skills enhancement is not always in line with information literacy.

scholarly journals The Importance of Information Literacy Lesson for Academic Honesty in High Schools

2018 ◽  
Author(s):  
Ayşegül Aksaçlıoğlu Yazar
Keyword(s):  
High School ◽  
High School Students ◽  
Information Literacy ◽  
Information Seeking ◽  
Research Question ◽  
Relevant Information ◽  
Literacy Skills ◽  
International Standards ◽  
Academic Honesty ◽  
School Students

The new generation students, emerging with the rapidly evolving technology and have different information seeking behaviors showing that the librarians need to revise their services. Students are faced with various difficulties in searching for information and accessing information, because of the rapid increase in number and type of the information sources and lack of information literary skills. Students need to learn research techniques in finding the necessary information through a big ocean of information (published, electronic, audio visual, web, social networks, phone etc.), and writing research papers appropriate for academic honesty and international standards framework. Students need to gain “Information Literacy Skills” to become lifelong individual learners so that they can choose research topic, create a research question properly in line with research objectives, access the different types of information resources, evaluate reliability of resources, select, quote relevant information, synthesize and present. İhsan Doğramacı Foundation (IDF) Bilkent High School students studying in the National Program should prepare the “performance and project paper” within the scope of the National Ministry of Education regulations. Students studying the International Diploma Program are required to write the “Internal Assessment Studies, Essays, and 4000 word Extended Essay” within the scope of the International Baccaluarate Organization (IBO)  rules.  The role of the informaton literacy skills lessons supported by the teachers is very important. In this article, experience will be shared by emphasizing the cooperation of teacher and librarian in the process of preparation and presentation of information literacy courses given in IDF Bilkent High School within the scope of national and international programs.

scholarly journals Rural Aboriginal high school students' views of their future tertiary education

2020 ◽  
pp. 1-11
Author(s):  
Jessica Howard ◽  
Jacob Jeffery ◽  
Lucie Walters ◽  
Elsa Barton
Keyword(s):  
High School ◽  
High School Students ◽  
Lived Experience ◽  
Educational Outcomes ◽  
Educational Aspirations ◽  
Tertiary Education ◽  
Structured Interviews ◽  
School Students ◽  
Aboriginal Australians ◽  
Relationship Networks

Abstract In the context of a stark discrepancy in the educational outcomes of Aboriginal Australians compared to non-Aboriginal Australians, this article aims to contribute the voices of rural Aboriginal high school students to the discourse. This article utilises an appreciative enquiry approach to analyse the opinions and aspirations of 12 Aboriginal high school students in a South Australian regional centre. Drawing on student perspectives from semi-structured interviews, this article contributes to and contextualises the growing body of literature regarding educational aspirations. It demonstrates how rurality influences a complex system of intrinsic attributes, relationship networks and contextual factors. It offers an important counterpoint to discourses surrounding academic disadvantage and highlights the lived experience of rural Aboriginal Australians.

Experiential Education and Self-Authorship: An Examination of Students Enrolled in Immersion High Schools

2020 ◽  
pp. 105382592098078
Author(s):  
Meagan Ricks ◽  
Lisa Meerts-Brandsma ◽  
Jim Sibthorp
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Education ◽  
Education Program ◽  
Belief System ◽  
Learning Context ◽  
Structured Interviews ◽  
School Students ◽  
Developmental Experiences ◽  
Self Authorship

Background: Research shows that people benefit from having an internally defined belief system and identity to guide their decision-making rather than depending exclusively on external authorities to make choices. Less is known about what types of developmental experiences facilitate progression toward self-authorship, which is a way of being where a person depends on their internally defined beliefs to make decisions and direct their future. Purpose: This study examined an experiential education setting and the influence the setting had on high school students’ progression toward self-authorship. Methodology/Approach: We used Pizzolato’s open-ended Experience Survey and semi-structured interviews to examine aspects of self-authorship in high school students attending a semester-long experiential education program. Findings/Conclusions: We found students returning from their semester-long program focused on decisions that had a greater impact on their personally defined, long-term identity rather than immediate decisions. In addition, students showed growth in the three domains of self-authorship—epistemological, interpersonal, and intrapersonal. The results could be attributed to the pedagogical approach of the experiential education program. Implications: Educators who seek to provide experiences that support self-authorship could implement developmentally effective practices situated in an experiential learning context.

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