Information Literacy Skills of CBSE School Students from Tamil Nadu, India

2019 ◽  
Vol 9 (2) ◽  
pp. 134-137
Author(s):  
S. Muthukumar ◽  
S. Srinivasa Ragavan
Keyword(s):  
Secondary School ◽  
Information Literacy ◽  
Private School ◽  
Tamil Nadu ◽  
Literacy Skills ◽  
School Students ◽  
Tamil Nadu State ◽  
Information Literacy Skills ◽  
Information Skills ◽  
Central Board

We examined the information literacy skills in Central Board of Secondary Education (CBSE) in higher secondary school students of were conducted. This study demonstrates and elaborates to analyze information literacy search skill among the school students, to know the purpose of visiting the library, to identify areas of information literacy skills among the students and their search strategies and to students’ ability to locate useful information. The sampling was taken in eight schools in three different districts of Tamil Nadu State. A total of 305 students were surveyed in four Kendriya Vidyalaya (KV) and four CBSE Affiliate Private Schools. Our study highlights that information literacy skills are found in both schools; though more information skills are having CBSE affiliated private school schools rather than Kendriya Vidyalaya School.

scholarly journals Assessing students’ information literacy skills in two secondary schools in Singapore

2012 ◽  
Vol 6 (2) ◽  
pp. 19 ◽  
Author(s):  
Yun-ke Chang ◽  
Xue Zhang ◽  
Intan Azura Mokhtar ◽  
Schubert Foo ◽  
Shaheen Majid ◽  
...  
Keyword(s):  
Secondary School ◽  
Information Literacy ◽  
Secondary School Students ◽  
Online Survey ◽  
Information Use ◽  
Literacy Skills ◽  
Educational Impact ◽  
School Students ◽  
Information Literacy Skills ◽  
Literacy Level

Appropriately measuring information literacy skills is essential to understand their educational impact as well as exploring pedagogies to improve teaching of these skills. This paper reports findings of a baseline study to understand the information literacy level of secondary school students in Singapore. A comprehensive instrument encompassing a new dimension of ethical usage of information as well as major IL principles and guidelines was developed for data collection. A total of 298 responses were gathered through the online survey. The findings indicate that overall there was a scope to improve students’ IL skills. That stated, higher order IL skills (such as information use, synthesis, and evaluation) demand more attention, as comparatively lower levels of proficiency were observed in this study. 

scholarly journals The important role of information literacy and learning in the development of lifelong learners: How well prepared are our teachers and students?

2021 ◽  
Author(s):  
Elizabeth Probert
Keyword(s):  
Information Literacy ◽  
Literacy Skills ◽  
Pedagogical Practice ◽  
School Students ◽  
Lifelong Learners ◽  
Teacher Understanding ◽  
Lack Of Information ◽  
Teachers And Students ◽  
Information Literacy Skills

There have recently been increasing numbers of published articles lamenting school students’ lack of information literacy skills. All strongly state the urgent need for improvement. The problem may arise from classroom teachers’ lack of knowledge of information literacy skills and their related pedagogical practice but there is little research. This presentation reports on a project, involving a cluster of New Zealand schools, which investigated both teacher’s and students’ understanding of information literacy and classroom practices. The results have established the need for better teacher understanding and practice. One solution will be to trial appropriate professional development.

scholarly journals Knowledge Sharing Practices, ICT, Information Literacy, and STEM Career Path Choices Among Girls at the Secondary School Level

2019 ◽  
pp. 227-252
Author(s):  
Mercy A. Iroaganachi ◽  
Promise Ifeoma Ilo ◽  
Loveth Ekwueme ◽  
Idarefame YoungHarry
Keyword(s):  
Secondary School ◽  
Knowledge Sharing ◽  
Information Literacy ◽  
Information Needs ◽  
Career Path ◽  
Literacy Skills ◽  
School Level ◽  
Secondary School Level ◽  
Information Literacy Skills ◽  
Stem Career

This chapter explored literature and discussed the importance of knowledge sharing practices, ICT, and information literacy, and their influence on STEM career path choices among girls at the secondary school level. This was properly situated by examining the concept of knowledge sharing, concept of career path choices, knowledge sharing on career path choices of girls, considered ICT and career path choices of girls, effect of ICT on career path choices of girls, information literacy and career path choices of girls, effect of information literacy on career path choices of girls. It concludes that a culture of knowledge sharing practices among the girls will get the less knowledgeable girls informed for informed STEM career path decisions. The use of ICTs for networking and sharing knowledge among the girls will improve information literacy skills needed by the girls to help identify information needs, access, retrieve, evaluate, and use same career choices. The chapter includes recommendations.

scholarly journals Leeds Metropolitan University: the impact of the Information Literacy Framework

2009 ◽  
Vol 29 (91) ◽  
Author(s):  
Katherine Everest ◽  
Marie Scopes ◽  
John Taylor
Keyword(s):  
Recent Work ◽  
Information Literacy ◽  
Literacy Skills ◽  
Independent Learning ◽  
Learner Support ◽  
Information Literacy Skills ◽  
Information Skills ◽  
Metropolitan University ◽  
Literacy Framework ◽  
The Impact

Leeds Metropolitan University chose the theme of learner support and centred our objectives around information literacy skills. This is because of our recent work in developing an Information Literacy Framework which articulates what information literacy is and how we can integrate it into students' learning. It was developed by Learning Advisers in response to the growth in the amount and availability of information, the need for information literacy in engaging effectively in independent learning and the great diversity in the level of students' information skills.

scholarly journals Adapting and Normalizing the 6th Grade Version of the Tool for Real-Time Assessment of Information Literacy Skills (TRAILS) Among the Iranian 6th Grade StudentsTo Information Management and Beyond

2016 ◽  
Vol 17 ◽  
pp. 137-145
Author(s):  
Fatima Baji ◽  
Zahed Bigdeli
Keyword(s):  
Real Time ◽  
Information Literacy ◽  
Assessment Tool ◽  
Sampling Technique ◽  
School Curriculum ◽  
Literacy Skills ◽  
School Students ◽  
Information Literacy Skills ◽  
K 12 ◽  
Time Assessment

Given the lack of a standardized and normalized assessment tool for measuring Iranian primary school students' levels of IL, this study adapted and modified the Tool for Real-time Assessment of Information Literacy Skills to evaluate the IL skills of a group of the 6th grade students. In this research, descriptive research design was used and the data were collected through a survey. A sample of 701 female and male students in the 6th grade from Ahwaz city was selected. Stratified random sampling technique was used to draw/choose representative sample. Descriptive statistics such as mean, standard deviation, median, interquartile deviation, scores of percentile ranks, and z, Zn, T scores were used to specify the IL skills test norms. According to the results, the mean score of female students in IL skills assessment was 11.56, while in males was 9.04. This demonstrates that the Iranian 6th grade students have weakness in IL skills; this issue is due to the lack of IL instruction in school curriculum and despite the adoption of various documents to improve the education system in Iran in recent years. Findings of this research provide insights towards the IL assessment tool development of k-12 students in Iran and establish a baseline for introducing TRAILS testing in k-12 setting in Iran.

scholarly journals Information Literacy Skills in Turkey

2020 ◽  
Vol 13 (1) ◽  
pp. 1193-1196
Author(s):  
Irfan Tosuncuoğlu
Keyword(s):  
Lifelong Learning ◽  
Information Literacy ◽  
English Language ◽  
Literacy Skills ◽  
First Century ◽  
Modern Times ◽  
Technological Factors ◽  
Information Literacy Skills ◽  
Information Skills ◽  
The Subject

In our modern times, in which the accumulation of knowledge is rapidly increasing, acquiring and developing information skills through education proves to be a lifelong endeavour. The prerequisite for lifelong learning is information literacy. In the process of education, which needs to continue at every stage of life, it is becoming more important that individuals have a wide variety of literacy skills, the most pressing of which is information literacy.  So called skills enable students to learn a language, especially English language effectively.  At the forefront of the basic skills that need to be possessed by people these days, is the finding of information, the use of it and the production of it. From the beginning of the twenty-first century, technological factors have been increasing their dominance in the communication of information as well as in the production of it.  Therefore, students within the education system began to feel the need to develop different literacy skills. By virtue of the current importance of the subject, information literacy has been analysed in detail and problems relevant to the subject have been noted and solutions have been sought.

Information Literacy Skills Among Students of Higher Education Institutions With Special Reference to Tamil Nadu

2020 ◽  
pp. 40-62
Author(s):  
A. Alagu ◽  
S. Thanuskodi
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Tamil Nadu ◽  
Literacy Skills ◽  
Library Services ◽  
Education Students ◽  
Electronic Information Resources ◽  
Information Literacy Skills ◽  
Access Information ◽  
Hybrid Libraries

All academic institutions find rapid growth in computer networks and the use of computerized databases to access information in their libraries. Most academic libraries include hybrid libraries, which have e-library features and traditional library services. It is difficult to use electronic information resources effectively without training. Students need to obtain the skills to get information quickly and efficiently from electronic sources and become what is often referred to as information literate. The human being is blessed with a unique ability to create something from nothing. He creates, originates, innovates, generates, accumulates knowledge, produces works of art, and discovers the truth about the world he lives in. What sets the information age apart from prior periods in history is the label we put on these intellectual creations. These days the economy of nations depends upon buying and selling facts, ideas, knowledge. This chapter explores information literacy skills amongst higher education students.

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