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

Kovalik, Cindy L.; Yutzey, Susan D.; Piazza, Laura

doi:10.19030/cier.v5i3.7092

Cited by 9 publications

(4 citation statements)

References 13 publications

(10 reference statements)

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“…The lack of readily available IL assessment tools (Kovalik, Yutzey, & Piazza, ) has led to the limited number of empirical research being performed on the growth of IL skills throughout students’ K–12 education (Latham & Gross, ). On top of that, higher‐order skills such as information synthesis and information evaluation have become another area of concern because they are often reported as low achieved skills (Foo et al, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Adaptation, translation, and validation of information literacy assessment instrument

Syazillah

Kaur

Chowdhury

2018

Asso for Info Science & Tech

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The assessment of information literacy (IL) at the school level is mainly dependent on the measurement tools developed by the Western world. These tools need to be efficiently adapted and in most cases translated to allow them to be utilized in other cultures, languages, and countries. To date, there have been no standard guidelines to adapt these tools; hence, the results may be cross‐culturally generalized to a certain extent. Furthermore, most data analyses produce generic outcomes without taking into account the ability of the students, including the difficulty of the test items. The present study proposes a systematic approach for context adaptation and language translation of the preexisting IL assessment tool known as TRAILS‐9 to be used in different languages and context, particularly a Malaysian public secondary school. This study further administers a less common psychometric approach, the Rasch analysis, to validate the adapted instrument. This technique produces a hierarchy of item difficulty within the assessment domain that enables the ability level of the students to be differentiated based on item difficulty. The recommended scale adaptation guidelines are able to reduce the misinterpretation of scores from instruments in multiple languages as well as contribute to parallel development of IL assessment among secondary school students from different populations.

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Section: Literature Reviewmentioning

confidence: 99%

Adaptation, translation, and validation of information literacy assessment instrument

Syazillah

Kaur

Chowdhury

2018

Asso for Info Science & Tech

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“…The IL competency levels of students, both at the secondary and post-secondary levels, have been studied for more than 30 years (Pinto, Cordon, & Gómez Díaz, 2010); results suggest that while students may be tech-savvy, they lack certain information competencies (e.g., Conde, Migueláñez, Molina, Abad, & Riaza, 2011;Herring, 2011;Kovalik, Yutzey, & Piazza, 2012).…”

Section: Statement Of Research Problemmentioning

confidence: 99%

A Comparative analysis of information seeking behaviour of Canadian and international secondary school graduates entering a university

Beheshti¹,

Bartlett²,

Couch³

et al. 2018

iasl

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The importance of acquiring information literacy (IL) knowledge and skills in high schools as a prerequisite to entering colleges and universities has been well-documented in the literature (e.g., Cahoy, 2002; Fitzgerald, 2004; Saunders, Severyn, & Caron, 2017). This paper investigates the IL knowledge of Canadian and international high school graduates, as they enter a university in Canada. More specifically, the focus is on information seeking behaviour (ISB), part of the Access and Evaluation stages of the IL spectrum (Sparks, Katz, & Beile, 2016).

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“…For example, TRAILS was used at a high school in Columbus, Ohio where it was used to longitudinally track a cohort of students where they observe that the high school seniors (Grade 10) scored significantly better in IL skills than they did as freshmen (Grade 9) (Kovalik et al , 2012). Similarly TRAILS used in the Montgomery County Public Schools cluster to assess IL skills of Grades 5, 8 and 11 students where they found that results were positive for each of the five subsets of IL skills when compared against a grade-level benchmark except for one “using information responsibly, ethically and legally” (Bailey and Paul, 2012).…”

Section: Related Literaturementioning

confidence: 99%

Assessing information literacy skills among young information age students in Singapore

Foo

Majid

Chang

2017

AJIM

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Purpose The purpose of this paper is to assess knowledge of Singapore Grade 5 (11 years old) students’ understanding and proficiency in basic information literacy (IL) skills of defining information tasks, selecting information sources, seeking information from sources and synthesising and using information. Design/methodology/approach A 38-item multiple-choice question assessment instrument was used to assess the students’ IL skills based on the i-Competent IL model. The instrument first developed in 2010 was refined and expanded to increase the robustness and accuracy of assessment for the study. It was administered to 17 primary schools in Singapore in November 2015. The maximum possible score of 54 was scaled up to 100 to report the overall mean score for ease of reference and comparison. A total of 2,399 returns were obtained and analysed using Statistical Package for the Social Sciences 22.0 to compute the mean scores, IL stage-level scores. The study also investigated for any significant differences in performance between male and female students, and students with or without access to the internet at home. Findings The students achieved an overall mean score of 53.39 which is below a recommended acceptable score of 60 or 70 advocated in a number of past studies. The two worst performing areas of IL skills were synthesising and using information and seeking information from sources with mean scores of 45.89 and 48.81, respectively. A review of the highest number of incorrect answers suggests that students had difficulty in identifying key information from an information task narrative, understanding the use of reference sources and role of librarians, distinguishing between a fact and opinion, and adopting the best strategy for searching. Girls outperformed boys with an overall mean score of 55.38 vs 51.50. Students with internet access at home fared better than those without access to it with a score of 53.67 vs 45.81. The overall poor results of the survey suggest an urgent need to review the IL education landscape in the Singapore school system, revisit polices, priorities and assess the relevance and effectiveness of the IL curriculum, practical hands-on classes, and interventions that are currently employed in schools. Practical implications The study helped identify areas of IL skills strengths and weakness among Grade 5 students in Singapore schools. It provides recommendations for follow up actions for education authority and schools to improve the situation. Originality/value This study was prompted to provide an assessment after a national IL initiative was launched in 2012 to inculcate IL skills among the school-going children as part of creating a value-driven education system. This is the first reported set of findings for a large-scale survey conducted to measure and ascertain the IL skills level among Grade 5 students.

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

Cited by 9 publications

References 13 publications

Adaptation, translation, and validation of information literacy assessment instrument

Adaptation, translation, and validation of information literacy assessment instrument

A Comparative analysis of information seeking behaviour of Canadian and international secondary school graduates entering a university

Assessing information literacy skills among young information age students in Singapore

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