Evaluation of sources: a new sustainable approach

Radcliff, Sharon; Wong, Elise Y.

doi:10.1108/rsr-09-2014-0041

Cited by 6 publications

(2 citation statements)

References 21 publications

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“…The object and purpose of content assessment should be redefined, not only in connection with how to better turn information into knowledge by developing digital reading competence, but also through other concerns. These include digital identity and web reputation, with particular attention to ethical issues (Ke, 2016) and protection against plagiary; and the impact of private information on one's own image and the right to privacy, with particular attention to post-truth; the importance of argument in collaborative digital environments as a competence for effectively articulating electronic discourse and productive dialogue tending to knowledge, further to proposals put forward by Radcliff and Wong (2015), who used the Toulmin method to analyse their findings.…”

Section: Discussionmentioning

confidence: 99%

tool for assessing multiliteracy in higher education

García-Quismondo¹,

Borges²

2019

BRAJIS

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This study describes the premises underlying Voremetur, a project conducted in the context of higher education. It hypothesises the need to support a competence education method adapted to new educational formulas (from e- to m-learning), new educational challenges (e-science, big data) and the convergent competences now characterised as info-communication literacy, which has favoured the transition from edu-communication to multiliteracy. Such competences should be organised into competence programmes, where the assessment of the beneficial results for learners and the university should be included as an essential element. The article discusses an assessment model for new literacies, including its conceptual framework, ideal evaluation tools and conversion into an ad hoc questionnaire. Lastly, the paper describes model application to a target group and analyses the results most relevant to information behaviour.

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Section: Discussionmentioning

confidence: 99%

tool for assessing multiliteracy in higher education

García-Quismondo¹,

Borges²

2019

BRAJIS

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“…According to a more detailed definition, critical thinking is the processes of analysis, synthesis and evaluation, necessary to understand and acquire knowledge (Radcliff and Wong, 2015). Nonetheless, it should not be conflated with problem solving, but defined as the critical evaluation of media messages (Bulger, 2012).…”

Section: Ways Of Mitigating Information Overloadmentioning

confidence: 99%

The bright side of information: ways of mitigating information overload

Koltay

2017

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Purpose The complex phenomenon of information overload (IO) is one of the pathologies in our present information environment, thus symbolically it signalizes the existence of a dark side of information. The purpose of this paper is to investigate the approaches on mitigating IO. Hence, it is an attempt to display the bright side. Design/methodology/approach Based on a literature review, the sources of IO are briefly presented, not forgetting about the role of information technology and the influence of the data-intensive world. The main attention is given to the possible ways of mitigating IO. Findings It is underlined that there are both technological and social approaches towards easing the symptoms of IO. While reducing IO by increasing search task delegation is a far away goal, solutions emerge when information is properly designed and tools of information architecture are applied to enable findability. A wider range of coping strategies is available when we interact with information. The imperative of being critical against information by exercising critical thinking and critical reading yields results if different, discipline-dependent literacies, first of all information literacy and data literacy are acquired and put into operation, slow principles are followed and personal information management (PIM) tools are applied. Originality/value The paper intends to be an add-on to the recent discussions and the evolving body of knowledge about the relationship between IO and information architecture, various literacies and PIM.

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Assessing undergraduate information literacy change over time

Ault

Ferguson

2019

PMM

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Purpose The research project assessed information literacy skill changes in college students at two points in time, as entering first-year students in 2012 and as seniors in their senior seminar capstone courses in the 2015–2016 academic year. The paper aims to discuss this issue. Design/methodology/approach The Standardized Assessment of Information Literacy Skills (SAILS) individual test was the selected instrument. Version 1 of the test was used for first-year students and Version 2 was used for seniors. All testing was done in person in computer labs with a librarian or library staff member present to proctor the test. This resulted in obtaining 330 student results as first years and 307 as seniors, with 161 exact matches for both administrations of the test. Exact matching of student scores to demographic details pulled from the college’s student information systems were used in the analysis. Findings The analysis shows that overall first-year students tested below the 70 percent proficiency benchmark in all eight skill sets, but by the time they were seniors they scored above 70 percent in three skill sets. Male students and students of color performed lower than their counterparts, but these groups did demonstrate significant improvement in four skill sets by the time they were seniors. Students in the Honors program, those who took longer to complete the test as seniors, those with higher GPAs, those in Humanities majors, and those who had upper level course exposures to librarian information literacy instruction had higher performance on the test. There were no statistically significant results for students who were first generation, Pell Grant eligible, or were in-state or out-of-state residents. Originality/value There are few published studies that utilized the SAILS test for longitudinal institution-wide assessment. The majority of institutions that utilized the individual version of SAILS did so to determine change within a selected course, or set of courses, in the same semester and very few are published.

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Evaluation of sources: a new sustainable approach

Cited by 6 publications

References 21 publications

tool for assessing multiliteracy in higher education

tool for assessing multiliteracy in higher education

The bright side of information: ways of mitigating information overload

Assessing undergraduate information literacy change over time

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