scholarly journals Aligning Information Literacy Assessment with Metacognitive Strategies

2018 ◽  
Vol 15 (5) ◽  
pp. 5-16
Author(s):  
Kirsten Hostetler ◽  
◽  
Tian Luo ◽  
Jill E. Stefaniak ◽  
◽  
...  
Keyword(s):  
Literature Review ◽  
Information Literacy ◽  
Systematic Literature Review ◽  
Higher Order Thinking ◽  
Assessment Tools ◽  
Literacy Assessment ◽  
Future Directions ◽  
Assessment Strategies ◽  
Professional Guidelines ◽  
Metacognitive Tools

Despite the popularity of metacognitive research, and the inclusion of similar concepts in professional guidelines, librarians have not incorporated metacognitive tools into their assessment strategies. This systematic literature review found (1) metacognitive assessments can act as a learning aide in encouraging higher-order thinking; (2) metacognitive assessments can be effective measurements under proper conditions with experienced learners; and (3) librarians have limited options when selecting assessment tools even as the demand for demonstrating the library’s value to stakeholders is increasing. The paper concludes with gaps in the literature and areas for future directions.

Mental health care for rural veterans: A systematic literature review, descriptive analysis, and future directions.

2017 ◽  
Vol 41 (3) ◽  
pp. 222-233 ◽  
Author(s):  
David J. Bumgarner ◽  
Elizabeth J. Polinsky ◽  
Katharine G. Herman ◽  
Joanne M. Fordiani ◽  
Carmen P. Lewis ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Literature Review ◽  
Mental Health Care ◽  
Systematic Literature Review ◽  
Descriptive Analysis ◽  
Future Directions

scholarly journals Digital Competence Assessment Methods in Higher Education: A Systematic Literature Review

2021 ◽  
Vol 11 (8) ◽  
pp. 402
Author(s):  
Linda Helene Sillat ◽  
Kairit Tammets ◽  
Mart Laanpere
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Reliability And Validity ◽  
Assessment Tools ◽  
Competence Assessment ◽  
Validity And Reliability ◽  
Digital Competence ◽  
Need To Evaluate ◽  
Assessment In Higher Education

The rapid increase in recent years in the number of different digital competency frameworks, models, and strategies has prompted an increasing popularity for making the argument in favor of the need to evaluate and assess digital competence. To support the process of digital competence assessment, it is consequently necessary to understand the different approaches and methods. This paper carries out a systematic literature review and includes an analysis of the existing proposals and conceptions of digital competence assessment processes and methods in higher education, with the aim of better understanding the field of research. The review follows three objectives: (i) describe the characteristics of digital competence assessment processes and methods in higher education; (ii) provide an overview of current trends; and, finally, (iii) identify challenges and issues in digital competence assessment in higher education with a focus on the reliability and validity of the proposed methods. On the basis of the findings, and as a result of the COVID-19 pandemic, digital competence assessment in higher education requires more attention, with a specific focus on instrument validity and reliability. Furthermore, it will be of great importance to further investigate the use of assessment tools to support systematic digital competence assessment processes. The analysis includes possible opportunities and ideas for future lines of work in digital competence evaluation in higher education.

scholarly journals Spiritually and Religiously Integrated Group Psychotherapy: A Systematic Literature Review

2013 ◽  
Vol 2013 ◽  
pp. 1-12 ◽  
Author(s):  
Dorte Toudal Viftrup ◽  
Niels Christian Hvidt ◽  
Niels Buus
Keyword(s):  
Literature Review ◽  
Group Psychotherapy ◽  
Systematic Literature Review ◽  
Research Literature ◽  
Assessment Tools ◽  
Standardized Assessment ◽  
Exclusion Criteria ◽  
Qualitative And Quantitative ◽  
Religious Factors ◽  
Conducting Research

We systematically reviewed the research literature on spiritually and religiously integrated group psychotherapy to answer the following three questions: first, how are spirituality and religiosity defined; second, how are spiritual and religious factors characterized and integrated into group psychotherapy; and, third, what is the outcome of the group psychotherapies? We searched in two databases: PsycINFO and PubMed. Inclusion and exclusion criteria and checklists from standardized assessment tools were applied to the research literature. Qualitative and quantitative papers were included. In total, 8 articles were considered eligible for the review. Findings from the evaluation suggested that the concepts of spirituality and religiosity were poorly conceptualized and the way in which spiritual and religious factors were integrated into such group psychotherapies, which distinguished it from other types of group psychotherapies, was not fully conceptualized or understood either. However, clear and delimited conceptualization of spiritual and religious factors is crucial in order to be able to conclude the direct influences of spiritual or religious factors on outcomes. Implications for spiritually or religiously integrated group psychotherapy and conducting research in this field are propounded.

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. 

scholarly journals Exploring the Significance of Remote Leadership Competencies in the Virtual Workplace: A Systematic Literature Review

2021 ◽  
Author(s):  
Aneeka Avlani ◽  
Maria Charalampous
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Leadership Competencies ◽  
Relationship Building ◽  
Remote Work ◽  
Future Directions ◽  
Leadership Practice ◽  
Problem Solving Skills ◽  
Virtual Workplace ◽  
Practice Problem

<p>Remote working practices which involve performing professional work activities outside of the central workplace have gained considerable popularity over the years. However, leading remotely located employees is seemingly difficult. Therefore, this systematic literature review provides an in-depth understanding of the association between remote work and leadership competencies by collating data from twenty-one research studies between 2001 and 2019. A combination of quantitative, qualitative and mixed-methods designs revealed that trust and relationship-building skills, communication skills and technology skills are fundamental for effective remote leadership practice. Problem-solving skills and creating and maintaining awareness were also observed; however, with less significance. This review may be of considerable importance for academics to continue the theoretical advancement of research into remote working and practitioners to implement and manage remote leadership behaviours more effectively. Limitations and future directions are discussed.<br></p>

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