Evidence-Based Learning Approach in Evaluation of Information Literacy Education

Kovářová, Pavla; Šimková, Gabriela

doi:10.1007/978-3-319-14136-7_59

Cited by 3 publications

(2 citation statements)

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“…znalostech, které ho ovlivňují) bývají v e-kurzech využívány dotazníky (Stevenson, 2012) nebo pretesty administrované první týden semestrua posttesty v posledním měsíci semestru (Burgoyne & Chuppa-Cornell, 2015). Pro omezení limitů metod při evaluaci kurzů informační gramotnosti je vhodné využít Kirkpatrickův čtyřúrovňový model (Kovářová & Šimková, 2014) a měřit jak vstupní, tak výstupní charakteristiky (Stevenson, 2012). Pomocí pretestů a posttestů většina výzkumů zjistila stejně efektivní zapojení studentů do učení informační gramotnosti při prezenčních a online kurzech, i když některé poukázaly na výrazně pozitivnější dopad prezenčních kurzů, případně blended learningu díky kontaktu s knihovníkem (tutorem) a možnosti přizpůsobení učení individuálním učebním stylům (Anderson & May, 2010).…”

Section: Forma Kurzu Informační Gramotnostiunclassified

Information literacy of students at the Masaryk University and its development by the Course of work with information

Kovářová¹,

Hálová²,

Pojezná³

2018

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AbstraktÚčel -Rozvoj informační gramotnosti by měl představovat nedílnou součást vysokoškolského vzdělávání. V současnosti se k jejímu prohlubování využívají často online kurzy. Kurz práce s informacemi je distanční předmět určený primárně studentům Masarykovy univerzity. Design/metodologie/přístup -Evaluační výzkum úrovně informační gramotnosti studentů Masarykovy univerzity a efektivity tohoto kurzu byl realizován s využitím dotazníků a testů v podzimním semestru 2016/2017. Byly zjišťovány potřeby před kurzem (883 studentů) a následně změny po absolvování kurzu (103 absolventů v případě dotazníku, 397 absolventů v případě posttestu). Výsledky -Výsledky prokázaly efektivitu kurzu na prvních dvou úrovních Kirkpatrickova modelu. Pro zápis kurzu studenty motivoval především zisk nových dovedností, nicméně i zisk kreditů hrál nezanedbatelnou roli. Pozitivně byla hodnocena forma i obsah kurzu. Byly identifikovány drobnější nedostatky (např. nejasnosti v zadání úkolů a závěrečného testu). U všech testových otázek bylo zaznamenáno statisticky významné zlepšení znalostí po absolvování kurzu. Zatímco nejvíce potíží bylo v pretestu nalezeno v oblasti tvorby vlastní práce, nejméně problematickým tématem bylo zpracování informací ze zdrojů. V případě posttestu sice došlo k výraznému zlepšení znalostí a dovedností, v některých tématech stále zůstaly nedostatečné, a to v oblasti úpravy vyhledávacího dotazu, chyb ve formě textu (jazyk a typografie), rozlišení argumentu a typu odborného textu. Klíčová slova -e-learning, evaluační výzkum, informační gramotnost, Kirkpatrickův čtyřúrovňový model, terciární vzdělávání AbstractPurpose -Improvement of the information literacy should be an integral part of tertiary education. Currently, online courses are often used to deepen it. The Course of work with information is a distance course primarily for students of Masaryk University. Design/methodology/approach -The evaluation research of the information literacy level of Masaryk University students and the effectiveness of this course was realized using questionnaires and tests in the autumn semester 2016/2017. Pre-course needs were surveyed (883 students), followed by post-course changes (103 graduates for the questionnaire, 397 graduates for the post-test). Results -The results proven the efficiency of the course at first and second level of Kirkpatrick's model. Students were motivated for the enrolment in the course especially by the gain of new skills, but also the credit benefit played a significant role. Both the form and the content of the course were positively evaluated. Respondents had minor negative comments (e. g. task assignment and final test). All test questions showed a statistically significant improvement in knowledge after completing the course. While the most difficulty was found in the pre-test in the field of creation, the least problematic was the processing of information. There has been a significant improvement in knowledge and skills in the post-test, however, in some topics the results remain insufficient, e...

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Section: Forma Kurzu Informační Gramotnostiunclassified

Information literacy of students at the Masaryk University and its development by the Course of work with information

Kovářová¹,

Hálová²,

Pojezná³

2018

ProInflow

Self Cite

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“…Studies show that students' interest and the opportunity to work with their preconceptions actively are essential pillars of effective secondary education in information literacy (Allen, 2008;Lloyd 2007). Worldwide, the problem of combining research and practice was pointed out by Pashkova-Balkenhol et al (2019), though any in-depth research of information literacy and its structure in high school students is absent in the Czech environment, focusing either on the academic environment (Kovářová 2018;Kovářová & Šimková, 2014) or primary schools (Dobrovská et al, 2004;Mazáčová, 2017). Identification of possible differences is essential for the design of educational lessons (Pilerot, 2016) and the practical development of information literacy in secondary schools.…”

Section: Introductionmentioning

confidence: 99%

Discursive Formed Topics in Information Literacy: Literature Review and High School Students' Perspectives

Černý

2021

PEC

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Information literacy is a critical topic in contemporary pedagogy and information science, it is ranked among the essential competencies for the 21st century, and in recent years, it has received increasing research interest. The problem, however, is that the research is focused mainly on primary and university (college) contexts and only rarely analyses secondary school settings. This paper, therefore, focuses on a group of high school students and on whether the literature's idea of their needs corresponds to their actual needs. Based on the analysis of 32 documents indexed in the Scopus and Web of Science databases, the paper identifies seven significant discursive areas addressed in the literature, both theoretically and empirically. These are the relationship of libraries and librarians to the development of information literacy, information evaluation, the relationship of information literacy and learning competencies, connection with other competencies, emphasis on constructivist approach, the social dimension of information literacy and its possible use for self-actualization. These topics form a specific research discourse, which they set out. In the second phase of the research, focus groups (8 groups in 4 schools, 41 students) on information literacy are studied through the seven essential discourses mentioned. Although our sample lacked reflections on the relationship between the library and high school students, the remaining six fundamental discourses appeared in the testimonies of high school students (Libraries and librarians, evaluation of information, learning competencies, connection with other literacy, constructivist approach, the social dimension of information literacy, information literacy as a means of self-actualization). The findings show that the main difference between literary discourse and student responses is in the perception of libraries as centres of information literacy development and that students prefer the school or their teachers in their place. Keywords: focus groups, information evaluation, information literacy, media literacy, overview study

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Innovative Learning and Education Practices in European Universities

Komodromos

2020

Cases on Engineering Management Education in Practice

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In the dynamic world that is associated with unpredictable informatization and globalization, it is indispensable for education to be sustainable and continuously evolve to facilitate in fulfilling the learners' needs in the current digital technologies and knowledge era. In this chapter, the author discussed how innovative learning and education practices for modern pedagogy have been developed in the European universities system. Specifically, the author provides a delineation of the attributes, pedagogy, ideology, ethical dimensions, and practical applications of innovative learning education practices. In the chapter, the author identified the different practices such as massive open online courses (MOOCs), blended learning, and flipped classrooms that have been applied at different European universities. Thus, the information discussed in this chapter is relevant to university educators and electronic learning practitioners.

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Evidence-Based Learning Approach in Evaluation of Information Literacy Education

Cited by 3 publications

References 10 publications

Information literacy of students at the Masaryk University and its development by the Course of work with information

Information literacy of students at the Masaryk University and its development by the Course of work with information

Discursive Formed Topics in Information Literacy: Literature Review and High School Students' Perspectives

Innovative Learning and Education Practices in European Universities

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