Knowing and Doing: The Development of Information Literacy Measures to Assess Knowledge and Practice

Autor/inn/en	Nierenberg, Ellen; Låg, Torstein; Dahl, Tove Irene
Titel	Knowing and Doing: The Development of Information Literacy Measures to Assess Knowledge and Practice
Quelle	In: Journal of Information Literacy, 15 (2021) 2, S.78-123 (47 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Nierenberg, Ellen) ORCID (Låg, Torstein) ORCID (Dahl, Tove Irene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-5968
Schlagwörter	Information Literacy; College Students; Evaluation Methods; Knowledge Level; Test Construction; Test Validity; Test Reliability; Information Skills; Student Evaluation; Foreign Countries; Protocol Analysis; Scoring Rubrics; Norway + Suchen Sie Ihr Suchwort? Informationskompetenz; Collegestudent; Wissensbasis; Testaufbau; Testvalidität; Testreliabilität; Orientierungswissen; Schulnote; Studentische Bewertung; Ausland; Scoring formulas; Auswertungsbogen; Norwegen
Abstract	This study touches upon three major themes in the field of information literacy (IL): the assessment of IL, the association between IL knowledge and skills, and the dimensionality of the IL construct. Three quantitative measures were developed and tested with several samples of university students to assess knowledge and skills for core facets of IL. These measures are freely available, applicable across disciplines, and easy to administer. Results indicate they are likely to be reliable and support valid interpretations. By measuring both knowledge and practice, the tools indicated low to moderate correlations between what students know about IL, and what they actually do when evaluating and using sources in authentic, graded assignments. The study is unique in using actual coursework to compare knowing and doing regarding students' evaluation and use of sources. It provides one of the most thorough documentations of the development and testing of IL assessment measures to date. Results also urge us to ask whether the source-focused components of IL -- information seeking, source evaluation and source use -- can be considered unidimensional constructs or sets of disparate and more loosely related components, and findings support their heterogeneity. (As Provided).
Anmerkungen	CILIP Information Literacy Group. 7 Ridgmount Street, Bloomsbury, London WC1E 7AE, United Kingdom. e-mail: jinfolit@gmail.com; Web site: https://ojs.lboro.ac.uk/JIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01