What's skill got to do with it?: Information literacy skills and self‐views of ability among first‐year college students

Gross, Melissa; Latham, Don

doi:10.1002/asi.21681

Cited by 189 publications

(153 citation statements)

References 16 publications

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“…In the area of information literacy, Gross and Latham (2007, 2012 replicated the research of Dunning and Kruger; in two out of three studies, they identified a disconnect between students' self-assessments of their information literacy skills and their actual skill level. Other studies also compared peoples' self-reported IL skills and their actual performance, but the existence of Dunning-Kruger Effect has been inconclusive.…”

Section: Article ]mentioning

confidence: 52%

Do People Overestimate Their Information Literacy Skills? A Systematic Review of Empirical Evidence on the Dunning-Kruger Effect

Mahmood¹

2016

Comminfolit

138

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This systematic review has analyzed 53 English language studies that assessed and compared peoples' self-reported and demonstrated information literacy (IL) skills. The objective was to collect empirical evidence on the existence of Dunning-Kruger Effect in the area of information literacy. The findings clearly show that this theory works in this area. It is concluded that there is no calibration in peoples' perceived and actual IL skills; in most cases low-performers overestimate their skills in self-assessments. The findings have theoretical and practical implications for librarians and IL educators.

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Section: Article ]mentioning

confidence: 52%

Do People Overestimate Their Information Literacy Skills? A Systematic Review of Empirical Evidence on the Dunning-Kruger Effect

Mahmood¹

2016

Comminfolit

138

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“…It has since been replicated in the field of grammar (e.g. Pavel, Robertson, & Harrison, 2012) and found in other domains, such as chemistry (Bell & Volckmann, 2011;Pazicni & Bauer, 2014), information literacy (Gross & Latham, 2012), and emotional intelligence (Sheldon, Dunning, & Ames, 2014). Based on previous paragraphs, we predict the following:…”

mentioning

confidence: 92%

Do I know as much as I think I do? The Dunning-Kruger effect, overclaiming, and the illusion of knowledge

Plohl¹,

Musil²

2018

Psihološka obzorja / Horizons of Psychology

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Realistic perception of our own knowledge is important in various areas of everyday life, yet previous studies reveal that our self-perception is full of shortcomings. The present study focused on general overestimation of knowledge and differences between experts and the less-skilled (The Dunning-Kruger effect), self-perceived knowledge of non-existing concepts (overclaiming), and the illusion of knowledge. These phenomena were tested with an instrument which measured the actual knowledge of different domains (grammar, literature, and nanotechnology), as well as self-assessed knowledge. Results showed that, on average, participants overestimated their absolute performance, but not their performance relative to others. Furthermore, the bottom quartile overestimated their absolute and their relative performance most, while the top quartile perceived their absolute performance most accurately and substantially underestimated their relative performance. Results related to overclaiming showed that 56% of respondents claimed knowledge of at least one non-existent book and that the extent of overclaiming was substantially correlated with self-perceived expertise. Lastly, results showed that an increased quantity of information about nanotechnology led to a false certainty in answering questions from this area. Povzetek: Realistično zaznavanje lastnega znanja je pomembno na različnih področjih vsakdanjega življenja, a pretekle raziskave razkrivajo, da je naša samozaznava v resnici polna pomanjkljivosti. Pričujoča študija se je osredotočila na splošno precenjevanje znanja in razlike med eksperti ter slabšimi reševalci (Dunning-Krugerjev učinek), na poznavanje neobstoječih konceptov in na iluzijo znanja. Omenjene pojave smo preverjali z instrumentom, ki je vseboval elemente objektivnega ocenjevanja znanja in samoocene znanja na različnih področjih -slovnica, književnost in nanotehnologija. Rezultati so pokazali, da so udeleženci v povprečju precenjevali svoj absolutni dosežek, ne pa tudi svojega položaja v vzorcu. Nadalje so tisti iz spodnjega kvartila najbolj precenjevali svoj absolutni in relativni dosežek, medtem ko so tisti iz zgornjega kvartila svoj absolutni dosežek ocenjevali najtočneje, ob tem pa znatno podcenjevali svoj relativni dosežek. Rezultati, vezani na poznavanje neobstoječih konceptov, so pokazali, da je 56 % udeležencev zatrdilo poznavanje vsaj enega neobstoječega literarnega dela, pri tem pa se je z ravnjo poznavanja neobstoječih konceptov zmerno povezovala samozaznana kompetentnost. Nazadnje so rezultati pokazali tudi to, da je povečana kvantiteta informacij o nanotehnologiji vodila do občutka lažne gotovosti pri odgovarjanju na vprašanja iz tega področja. KeywordsKljučne besede: precenjevanje znanja, Dunning-Krugerjev učinek, poznavanje neobstoječih konceptov, iluzija znanja

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“…Information is organized in complex ways, and can be difficult to find and to evaluate. We recognize that, for most people, confidence in information skills exceeds actual skill level (Gross & Latham, 2012). Many people do not understand the context of information-how or why it is produced, nor the purposes for which different types of information are made available.…”

Section: Challenges To Developing Information Literacymentioning

confidence: 99%

Beyond the Hyperbole: Information Literacy Reconsidered

Julien¹

2016

Comminfolit

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What's skill got to do with it?: Information literacy skills and self‐views of ability among first‐year college students

Cited by 189 publications

References 16 publications

Do People Overestimate Their Information Literacy Skills? A Systematic Review of Empirical Evidence on the Dunning-Kruger Effect

Do People Overestimate Their Information Literacy Skills? A Systematic Review of Empirical Evidence on the Dunning-Kruger Effect

Do I know as much as I think I do? The Dunning-Kruger effect, overclaiming, and the illusion of knowledge

Beyond the Hyperbole: Information Literacy Reconsidered

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