Information Literacy and Adult Learners: Using Authentic Assessment to Determine Skill Gaps

Autor/inn/en	Rapchak, Marcia E.; Lewis, Leslie A.; Motyka, Julie K.; Balmert, Margaret
Titel	Information Literacy and Adult Learners: Using Authentic Assessment to Determine Skill Gaps
Quelle	In: Adult Learning, 26 (2015) 4, S.135-142 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
DOI	10.1177/1045159515594155
Schlagwörter	Information Literacy; Adult Students; Information Skills; Higher Education; Annotated Bibliographies; Scoring Rubrics; Skill Analysis; Media Literacy; Undergraduate Students; Nontraditional Students; Achievement Gap; Literature Reviews; Context Effect; Educational Needs; Statistical Analysis; Pennsylvania + Suchen Sie Ihr Suchwort? Informationskompetenz; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Orientierungswissen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bibliography; Bibliographies; Bibliografie; Scoring formulas; Auswertungsbogen; Media skills; Medie competence; Medienkompetenz; Educational need; Bildungsbedarf; Statistische Analyse
Abstract	Information literacy (IL) skills are essential for adult learners in higher education, especially those unfamiliar with information systems. Citing a lack of literature assessing such skills in adult learners, this article examines the IL abilities of adult learners in an IL course. Using a rubric and annotated bibliographies from study participants, the authors rank the IL abilities of adult students. Similar to studies assessing IL skills in traditional undergraduates, the authors found that adult students struggled to articulate their evaluations of sources. The authors make recommendations for improving IL instruction for adults and suggest future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01