Information Literacy Skills Assessment of LIS Students: A Case Study at the Jagiellonian University

Krakowska, Monika

doi:10.1007/978-3-319-03919-0_83

Cited by 7 publications

(7 citation statements)

References 5 publications

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“…Vlahović and Brekalo (2013) also found that Croatian students do not show much interest in e-books. Furthermore, the present study revealed that they use government sources rarely or never and such finding differs slightly from the results presented by Head and Eisenberg (2010), and Karakowska (2013). This is a bit surprising since different government institutions, especially the Croatian Bureau of Statistics, provide a great deal of information on their websites that may be of interest to students.…”

Section: Discussioncontrasting

confidence: 83%

“…In comparison to the previously mentioned Internet sources, students generally show less interest in the electronic content available through government websites (Head & Eisenberg, 2010;Karakowska, 2013;Rieh, 2007). Likewise, personal websites, blogs, and discussion forums dedicated to teaching issues are often the most sparsely used electronic resources for the purpose of education (Dave, 2012;He et al, 2012;Head & Eisenberg, 2010;Karakowska, 2013;Rieh, 2007).…”

Section: Literature Reviewmentioning

confidence: 97%

“…Likewise, personal websites, blogs, and discussion forums dedicated to teaching issues are often the most sparsely used electronic resources for the purpose of education (Dave, 2012;He et al, 2012;Head & Eisenberg, 2010;Karakowska, 2013;Rieh, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Croatian university students' use and perception of electronic resources

Dukić

Strišković

2015

Library & Information Science Research

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Section: Discussioncontrasting

confidence: 83%

Section: Literature Reviewmentioning

confidence: 97%

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Croatian university students' use and perception of electronic resources

Dukić

Strišković

2015

Library & Information Science Research

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“…29 Krakowska offers a searching study with the aims of gaining knowledge about some core components of information-seeking behavior. 30 Todorova and Peteva suggest the building of intellectual property competency as part of the information literacy of LIS students. 31 Rudzioniene revealed the current situation of LIS students' information literacy using the PIL survey.…”

mentioning

confidence: 99%

Exploring LIS Students’ Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

Printo¹,

Pascual²

2017

CRL

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Understanding perceptions of Library and Information Science (LIS) students on two dimensions-belief in the importance (BIM) of a set of core information competencies, and Self-Efficacy (SE)-is pursued. Factor analysis implementation raises a clear distinction between BIM and SE results. This analysis points to two sets of competencies: principal competencies reflected the most positive insights from students, while the secondary ones were the most weakly perceived and consequently the most in need of encouragement. This is one of the few studies on the subjective profile of LIS students, including improvement initiatives relating to the weakest competencies.here is no doubt that all developed countries are in need of increasing Information Literacy (IL) awareness of their citizens on the vital importance of this issue. In the case of a special kind of citizen-the students (undergraduates and graduates) of Library and Information Science (LIS)-their state of awareness on IL ought to be even more important, as skills and capabilities within IL are key requirements for their future professional practice. Closely related to LIS students' awareness, two kinds of perceptions are key: belief in the importance of such competencies, and Self-Efficacy. The significance of these perceptions is evident, as they influence students' attitudes and behaviors. The belief in importance (BIM) concept, which some educators identify with the idea of motivation, refers to the rating of the importance of certain competencies on the part of students. Self-Efficacy (SE) seems to be a more sophisticated idea, often defined as people's beliefs about their capabilities to produce the designated levels of performance. SE determines how people feel, think, motivate themselves, and behave. Such beliefs produce these diverse effects through four major processes: cognitive, motivational, affective, and selection.1 Information literacy self-efficacy and academic motivation, one could argue, both play important roles in student academic development.2 There is a third dimension, of a qualitative nature, which also affects students' awareness, which arises from the student's preferred choice of learning sources (LS). Four sources of learning have been examined in this study: classroom, library, specific courses, and self-learning. Although students actually resort to all these sources, we hope to ascertain to what extent each of them is used, as this will help to form a profile of the students' IL behavior.

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“…They used independent samples t -test and ANOVA to analyze the reliable data for integration of instruction in the university curricula. Krakowska [ 7 ] gathered the data from the questionnaire and analyzed it briefly in a quantitative and qualitative manner. The evaluation of the results helped to understand the students' information behavior, increased awareness of information literacy implementation, and development and status within the academic information environment.…”

Section: Introductionmentioning

confidence: 99%

Information Literacy Assessment with a Modified Hybrid Differential Evolution with Model-Based Reinitialization

Yuan

Ding

2018

Computational Intelligence and Neuroscience

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Information literacy assessment is extremely important for the evaluation of the information literacy skills of college students. Intelligent optimization technique is an effective strategy to optimize the weight parameters of the information literacy assessment index system (ILAIS). In this paper, a new version of differential evolution algorithm (DE), named hybrid differential evolution with model-based reinitialization (HDEMR), is proposed to accurately fit the weight parameters of ILAIS. The main contributions of this paper are as follows: firstly, an improved contraction criterion which is based on the population entropy in objective space and the maximum distance in decision space is employed to decide when the local search starts. Secondly, a modified model-based population reinitialization strategy is designed to enhance the global search ability of HDEMR to handle complex problems. Two types of experiments are designed to assess the performance of HDEMR. In the first type of experiments, HDEMR is tested and compared with seven well-known DE variants on CEC2005 and CEC2014 benchmark functions. In the second type of experiments, HDEMR is compared with the well-known and widely used deterministic algorithm DIRECT on GKLS test classes. The experimental results demonstrate the effectiveness of HDEMR for global numerical optimization and show better performance. Furthermore, HDEMR is applied to optimize the weight parameters of ILAIS at China University of Geosciences (CUG), and satisfactory results are obtained.

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Information Literacy Skills Assessment of LIS Students: A Case Study at the Jagiellonian University

Cited by 7 publications

References 5 publications

Croatian university students' use and perception of electronic resources

Croatian university students' use and perception of electronic resources

Exploring LIS Students’ Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

Information Literacy Assessment with a Modified Hybrid Differential Evolution with Model-Based Reinitialization

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