Attaining information literacy: An investigation of the relationship between skill level, self-estimates of skill, and library anxiety

Gross, Melissa; Latham, Don

doi:10.1016/j.lisr.2007.04.012

Cited by 191 publications

(135 citation statements)

References 15 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: 74%

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

Mahmood¹

2016

Comminfolit

145

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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: 74%

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

Mahmood¹

2016

Comminfolit

145

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“…They were confident that they could find useful information by doing so. However, as Gross and Latham (2007) point out, this kind of confidence is common in young people, who often over rate their ability to search the internet, when this is compared with performance in information literacy tests.…”

Section: Resultsmentioning

confidence: 99%

Cognitive economy and satisficing in information seeking: A longitudinal study of undergraduate information behavior

Warwick

Rimmer

Blandford

et al. 2009

J. Am. Soc. Inf. Sci.

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThis paper reports on a longitudinal study of information seeking by undergraduate Information Management students. It describes how they found and used information, and explores their motivation and decision making. We employed a use-in-context approach where students were observed conducting, and interviewed about, information seeking tasks carried out during their academic work.We found that participants were reluctant to engage with a complex range of information sources, preferring to use the internet. The main driver for progress in information seeking was the immediate demands of their work (e.g. assignments). Students used their growing expertise to justify a conservative information strategy, retaining established strategies as far as possible and completing tasks with minimum information seeking effort. The time cost of using library material limited the uptake of such resources. New methods for discovering and selecting information were only adopted when immediately relevant to the task at hand, and tasks are generally chosen or interpreted in ways that minimised the need to develop new strategies. Students were driven by the demands of the task to use different types of information resources, but remained reluctant to move beyond keyword searches, even when they proved ineffective. They also lacked confidence in evaluating the relative usefulness of resources.Whereas existing literature on satisficing has focused on stopping conditions, this work has highlighted a richer 2 repertoire of satisficing behaviours.

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“…The development of information literacy skills in a discipline-specific context is a critical element contributing to students' academic success (Boudreau & Bicknell-Holmes, 2003;Feast, 2003;Wu & Kendall, 2005), and confidence and retention (Goldfinch & Hughes, 2007;Gross & Latham, 2007;Oliver, 2008). Moreover information literacy is acknowledged as one of the critical attributes that employers require of Business graduates entering the workforce (Department of Education, Science and Training [DEST], 2007;Drucker (1995), cited in Wu & Kendall, 2005;O'Donoghue & Maguire, 2004).…”

Section: Introductionmentioning

confidence: 99%

Using Clickers to Support Information Literacy Skills Development and Instruction in First-Year Business Students

Stagg¹,

Lane²

2010

JITE:Research

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Executive SummaryCourse-integrated information literacy (IL) instruction can be enhanced via the use of student response devices, or 'clickers'. The first phase of this study focused on how first-year undergraduate students perceived the use of clickers as a mechanism to encourage active learning and engagement in order to establish a baseline of information seeking behaviour and to actively engage students in the learning process. Data collected within IL classes and subsequent surveys of student perceptions are examined with discussion on the implications for future practice and research. Our findings from this first phase of this study through the quantitative data collected with clickers indicate that first year business students have shortcomings in information literacy and can improve their information literacy skills in relation to research and assignment work in their formal assessment. Furthermore the use of clickers are positively viewed by undergraduate students and postgraduate students as a technology which can facilitate active learning and engagement if used appropriately with clearly aligned learning objectives.

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Attaining information literacy: An investigation of the relationship between skill level, self-estimates of skill, and library anxiety

Cited by 191 publications

References 15 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

Cognitive economy and satisficing in information seeking: A longitudinal study of undergraduate information behavior

Using Clickers to Support Information Literacy Skills Development and Instruction in First-Year Business Students

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