Does the Information Literacy of University Students Depend on their Scientific Literacy?

Podgornik, Bojana Boh; Dolničar, Danica; Glažar, Saša A.

doi:10.12973/eurasia.2017.00762a

Cited by 17 publications

(13 citation statements)

References 13 publications

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“…Digital literacy/media literacy, information literacy, and computer literacy Koltay, 2011;Bulger et al, 2014;Murray and Pérez, 2014;Sparks et al, 2016 Information literacy American Library Association, 2000; Kingsley et al, 2011;Taylor and Dalal, 2014;Sanders et al, 2015;Maurer et al, 2017;Podgornik et al, 2017;McMullin, 2018;Walton et al, 2020 ICT information and communication technology literacy Zylka et al, 2015 Media literacy Damico and Panos, 2018;Powers, 2019;Threadgill and Price, 2019 Further Relevant Assessment Frameworks (selection)…”

Section: Literaciesmentioning

confidence: 99%

Assessing University Students' Critical Online Reasoning Ability: A Conceptual and Assessment Framework With Preliminary Evidence

Molerov

Zlatkin‐Troitschanskaia

Nagel

et al. 2020

Front. Educ.

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Critical evaluation skills when using online information are considered important in many research and education frameworks; critical thinking and information literacy are cited as key twenty-first century skills for students. Higher education may play a special role in promoting students' skills in critically evaluating (online) sources. Today, higher education students are more likely to use the Internet instead of offline sources such as textbooks when studying for exams. However, far from being a value-neutral, curated learning environment, the Internet poses various challenges, including a large amount of incomplete, contradictory, erroneous, and biased information. With low barriers to online publication, the responsibility to access, select, process, and use suitable relevant and trustworthy information rests with the (self-directed) learner. Despite the central importance of critically evaluating online information, its assessment in higher education is still an emerging field. In this paper, we present a newly developed theoretical-conceptual framework for Critical Online Reasoning (COR), situated in relation to prior approaches (“information problem-solving,” “multiple-source comprehension,” “web credibility,” “informal argumentation,” “critical thinking”), along with an evidence-centered assessment framework and its preliminary validation. In 2016, the Stanford History Education Group developed and validated the assessment of Civic Online Reasoning for the United States. At the college level, this assessment holistically measures students' web searches and evaluation of online information using open Internet searches and real websites. Our initial adaptation and validation indicated a need to further develop the construct and assessment framework for evaluating higher education students in Germany across disciplines over their course of studies. Based on our literature review and prior analyses, we classified COR abilities into three uniquely combined facets: (i) online information acquisition, (ii) critical information evaluation, and (iii) reasoning based on evidence, argumentation, and synthesis. We modeled COR ability from a behavior, content, process, and development perspective, specifying scoring rubrics in an evidence-centered design. Preliminary validation results from expert interviews and content analysis indicated that the assessment covers typical online media and challenges for higher education students in Germany and contains cues to tap modeled COR abilities. We close with a discussion of ongoing research and potentials for future development.

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Section: Literaciesmentioning

confidence: 99%

Assessing University Students' Critical Online Reasoning Ability: A Conceptual and Assessment Framework With Preliminary Evidence

Molerov

Zlatkin‐Troitschanskaia

Nagel

et al. 2020

Front. Educ.

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“…Science literacy learning is learning based on the development of scientific knowledge in various aspects of life, finding solutions to problems, making decisions, and improving quality of life [21], [22]. Many factors affect efforts to improve the quality of learning outcomes in both cognitive, affective, and psychomotor aspects.…”

Section: B Learning Process Descriptionmentioning

confidence: 99%

Profile of Undergraduate Students as Prospective Science Teachers in terms of Science Literacy

Junanto¹,

Akhyar²,

Budiyono³

et al. 2020

Proceedings of the International Conference on Progressive Education (ICOPE 2019)

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This study aims to describe the profile of the scientific literacy skills of undergraduate students at Tanjungpura University, Pontianak. The research method used is a descriptive method to describe the initial ability of scientific literacy of undergraduate students as prospective science teachers, especially in chemistry. The research subjects were undergraduate students in the chemistry education study program. The research sample uses a purposive sampling technique. The sample is undergraduate students in the first semester of the 2018/2019 school year. The data collection tool in this study is a written test in the form of a description to measure students' scientific literacy, interviews, observations, and learning questionnaires to find out the learning process during teaching lecturers in class. The results showed that the profile of the scientific literacy ability of undergraduate students at Tanjungpura University in Pontianak is still low, so it needs to be improved by developing learning models. This result can be seen from the percentage of student scores in the very low category of 84%. The low ability of scientific literacy is in aspects of scientific literacy as content, process, and context.

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“…Both have exhibited high levels of performance followed by a decline in international assessments with educational reforms (for example, the OECD Programme for International Student Assessment or PISA; see OECD, 2014;OECD, 2016). Disciplinary knowledge in science has been regarded as a powerful source of intellectual and moral capabilities, which could fulfil the task for teaching and learning 21 st century competencies (Aktamis & Ergin, 2008;Boh Podgornik, Dolničar, & Glažar, 2017;Deng, 2015;Kind & Kind, 2007). Hence, research on science curricula has significance.…”

Section: Significance Of the Research And The Research Questionsmentioning

confidence: 99%

Aims for Learning 21st Century Competencies in National Primary Science Curricula in China and Finland

Yan

Lavonen

Tirri

2018

EURASIA J MATH SCI T

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Incorporation of aims for learning 21st century competencies in subject-specific curricula and education has been an important issue worldwide. This study explored the integration of aims for learning such competencies into the National Primary Science Curricula in China and Finland. Both Curricula showed an emphasis on aims related to science education, such as inquiry and information literacy. Yet the density of appearance of competencies for the 21st century in the Chinese Curriculum is lower than in the Finnish Curriculum. Additionally, the Chinese Curriculum illustrates the shortage of aims in the Living in the World category. The significant differences between the Curricula have to do with the educational theories underpinning each national curriculum. The Chinese Curriculum has a tendency to align with the AngloAmerican curriculum tradition, whereas the Finnish Curriculum is more closely aligned with the German Bildung-Didaktik tradition. A national curriculum in different subject areas could be designed whose central purpose would be cultivating holistic individuals and targeting goals for disciplinary knowledge and skills. Merits of the different educational traditions need to be examined and considered in the curriculum design process.

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Does the Information Literacy of University Students Depend on their Scientific Literacy?

Cited by 17 publications

References 13 publications

Assessing University Students' Critical Online Reasoning Ability: A Conceptual and Assessment Framework With Preliminary Evidence

Assessing University Students' Critical Online Reasoning Ability: A Conceptual and Assessment Framework With Preliminary Evidence

Profile of Undergraduate Students as Prospective Science Teachers in terms of Science Literacy

Aims for Learning 21st Century Competencies in National Primary Science Curricula in China and Finland

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