Information literacy capabilities of upper secondary students: the case of Vietnam

Abstract

Purpose This paper aims to focus on investigating information literacy (IL) capabilities and IL self-assessment of Vietnam’s upper secondary students. Design/methodology/approach The investigation was conducted in two upper secondary schools in the country using a multiple-choice questionnaire. The questionnaire was based on the IL competency-level assessment toolkit of high schools in the USA, the tool for real-time assessment of IL, to measure students’ IL in terms of developing search strategies, evaluating information sources, using information ethically and using English to engage with information effectively. Findings The findings reveal that students’ IL has not been well equipped. There is a real need to work toward improving the IL capability of Vietnam’s upper secondary students. The findings also reveal gender differences in IL capabilities. Research limitations/implications The research used a closed-response questionnaire, which is considered appropriate to engage with Vietnamese high-school students, to explore students’ lower-level IL skills and their self-assessment rather than higher-level thinking competencies. Practical implications This research may help Vietnam’s educators understand high-school students’ IL competency and raise their awareness of the importance of IL to encourage the implementation of an IL programme. Originality/value This study contributes to the existing knowledge by adding substantially to current understanding of IL level of Vietnamese upper secondary students – a context which has not been explored to date. It also indicates gender inequality in IL capabilities.

The role of information literacy in secondary education: a transformative element of society

“…A to jak z hlediska metod výuky, tak především důrazem na aktuální edukační situaci studenta, kterou by edukační aktivity spojené s informačním vzděláváním měly saturovat. Přitom existují studie, které ukazují, že sebehodnocení studentů nemusí být ideálním evaluačním nástrojem (Ngo et al, 2019).…”

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

“…This question is crucial because current research discourse (Duffy 2019;Ngo et al, 2019) clearly emphasises the need for an active constructivist approach to the development of information literacy (Allen, 2008;Carey, 1998;Johnson & Barrett, 2017;Lloyd, 2007). If teaching is not linked to the needs and interests of students, it cannot be successful in any way.…”

“…The need to actively try things, to find one's authentic needs in a complex world, and to respond to them makes information literacy a truly crucial competence for the 21st century (Djawad et al, 2018;Yoshida, 2018). This particular active constructivistoriented discourse (Gummesson, 2016;Ngo et al, 2019;Pashkova-Balkenhol et al, 2019) is essential for understanding this competence.…”

“…This declared discourse contradicts a substantial part of research methods, which often have the character of questionnaires or tests of a substantially objectivist positivist nature (Farmer & Phamle, 2021;Johnson & Barrett, 2017;Ngo et al, 2019;Wahyuningrum et al, 2019). On the other hand, there were no texts with a demanding research design of a qualitative kind or emphasising the complexity of cognition, its dynamism and social and situational anchorage.…”

Assessment of information literacy skills

“…Information literacy competency extends learning beyond formal classroom settings and provides practice with self-directed investigations as individuals move into internship, in professional positions and increasing responsibilities in all areas of life (Ojedokun, 2007). Ngo et al (2019) studied information literacy capabilities of upper secondary students in Vietnam. Their findings revealed that information literacy skills of undergraduates have not been well developed.…”