Information Literacy Training Evaluation: The Case of First Year Psychology Students

Kavšek, Tina; Peklaj, Cirila; Žugelj, Urška

doi:10.1016/j.acalib.2016.06.008

Cited by 16 publications

(12 citation statements)

References 6 publications

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“…After duplicates, theses, and book reviews were removed, 62 articles remained and were checked for relevance. Four articles (Kavšek, Peklaj, & Žugelj, 2016;Lin, 2015;Moreton & Conklin, 2015;Sego & Stuart, 2016) were retrieved in full for further consideration. The study by Kavšek et al (2016) was found to be relevant to the review criteria; however, whilst the study used a control group, it was not randomized.…”

Section: Limitationsmentioning

confidence: 99%

“…Four articles (Kavšek, Peklaj, & Žugelj, 2016;Lin, 2015;Moreton & Conklin, 2015;Sego & Stuart, 2016) were retrieved in full for further consideration. The study by Kavšek et al (2016) was found to be relevant to the review criteria; however, whilst the study used a control group, it was not randomized. It therefore provided no additional, higher quality evidence and the updated search has not altered the overall findings of this systematic review.…”

Section: Limitationsmentioning

confidence: 99%

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What is the Best Way to Develop Information Literacy and Academic Skills of First Year Health Science Students? A Systematic Review

Munn¹,

Small²

2017

EBLIP

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Abstract Objective – This systematic review sought to identify evidence for best practice to support the development of information literacy and academic skills of first year undergraduate health science students. Methods – A range of electronic databases were searched and hand searches conducted. Initial results were screened using explicit inclusion and exclusion criteria to identify 53 relevant articles. Data on study design, student cohort, support strategy, and learning outcomes were extracted from each article. Quality of individual studies was considered and described narratively. Articles were classified and findings synthesized according to the mode of delivery of the intervention (Embedded, Integrated, or Adjunct) and classification of the study’s learning evaluation outcome (Organizational change, Behaviour, Learning, or Reaction). Results – Studies included in this review provide information on academic skills and information literacy support strategies offered to over 12,000 first year health science students. Courses targeted were varied but most commonly involved nursing, followed by psychology. Embedded strategies were adopted in 21 studies with Integrated and Adjunct strategies covered in 14 and 16 studies respectively. Across all modes of delivery, intervention formats included face-to-face, peer mentoring, online, and print based approaches, either solely or in combination. Most studies provided some outcomes at a level higher than student reaction to the intervention. Overall, irrespective of mode of delivery, positive learning outcomes were generally reported. Typically, findings of individual studies were confounded by the absence of suitable control groups, students self-selecting support and analysis of outcomes not accounting for these issues. As a result, there is very little unbiased, evaluative evidence for the best approach to supporting students. Nonetheless, our findings did identify poor student uptake of strategies when they are not interwoven into the curriculum, even when students were encouraged to attend on the basis that they had been identified at academic risk. Conclusions – The majority of studies included have reported positive learning outcomes following the implementation of academic skills and information literacy support strategies, irrespective of their mode of delivery (Embedded, Integrated, or Adjunct). Clear, rigorous evidence that embedded strategies offer superior learning outcomes compared to other delivery modes is lacking. However, because of poor student uptake of strategies offered outside curricula, embedded modes of academic and information literacy support are recommended for first year health science courses.

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Section: Limitationsmentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

What is the Best Way to Develop Information Literacy and Academic Skills of First Year Health Science Students? A Systematic Review

Munn¹,

Small²

2017

EBLIP

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“…Konsep ini sesuai dengan kemampuan yang harus dimiliki siswa di era generasi internet (Net Generation). Net Generation mengacu pada kemampuan dalam memperoleh informasi yang update dan mampu mengembangkan kemampuan digital dalam proses pembelajarannya (Kav & Peklaj, 2016).…”

Section: Gambar 1 Signifikansi Mata Kuliah Metodologiunclassified

Penerapan Analisis Teori Klasik Model Rasch dan Computer Based Test Moodle: Sebuah Pilot Studi

Ramdani

Widyastuti

Ferdian

2019

IJEA

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Keberhasilan dalam sebuah proses pembelajaran ditentukan oleh penggunaan media dan teknologi yang sesuai. Model Tes Berbasis Komputer Moodle merupakan suatu strategi evaluasi yang digunakan untuk menentukan kapasitas dan kompetensi siswa lebih cepat dan lebih efisien. Studi deskriptif dilakukan terhadap 122 mahasiswa yang mengambil mata kuliah metodologi penelitian dengan menggunakan program tersebut. Hasil menunjukkan bahwa tidak terdapat banyak perbedaan secara statistik dengan menggunakan pendekatan klasik. Selain itu, analisis dengan menggunakan Model Rasch juga tidak banyak berbeda dengan analisis sebelumnya tetapi Model Rasch ini mampu melihat secara spesifik persentase kemampuan siswa dengan aitem, beserta aktivitas menebak jawaban tertentu. Skor dalam koefisien reliabilitas dan properti psikometri lainnya mengasumsikan bahwa model berbasis komputer ini efektif untuk melihat sejauhmana perubahan-perubahan dalam pembelajaran itu dapat dilihat. Hal lainnya yang juga ditemukan adalah bahwa faktor kesiapan dan pengetahuan siswa dalam menggunakan program komputer ini sama pentingnya dalam mendorong dan meningkatkan program dan kualitas pendidikan dengan model berbasis komputer ini.

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“…To complete a picture of IL, we should mention the literature on evaluating effectiveness of IL trainings, usually offered by the librarians. Most of these trainings conclude with evaluation tests (Fain, 2011;Daugherty & Russo, 2011;Blumer et al, 2013;Chen, 2015;Saunders et al, 2015;Kavšek et al, 2016) consisting of a self-assessment part and the one focused on the results of a training. As in the studies mentioned before, the students usually assess their ICT and Internet skills higher than information retrieval skills.…”

Section: Literature Reviewmentioning

confidence: 99%

Information Literacy of Polish Students in Social Sciences and Humanities

Głowacka¹,

Kisilowska²,

Paul³

2018

ZIN

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PURPOSE/THESIS: The aim was to study information competencies of Polish students of library and information science (LIS), history and journalism with two aspects taken into consideration: students' belief regarding the importance (BIM) of a set of core information competencies, and their self-efficacy (SE) in this field. APPROACH/METHODS: The IL-HUMASS questionnaire, slightly modified, was used. It consists of 26 information literacy aspects divided into four areas: information retrieval, evaluation and processing, and communication skills. RESULTS AND CONCLUSIONS: The results reveal, on one hand, some common attitudes apparently associated with students' current life phase. On the other hand, some differences emerged that can be connected with the field and character of the study. ORIGINALITY/VALUE: The results enable a preliminary evaluation of information literacy of the students in different study fields, as well as the comparison of their attitudes and skills to those of the respondents of similar foreign projects.

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Information Literacy Training Evaluation: The Case of First Year Psychology Students

Cited by 16 publications

References 6 publications

What is the Best Way to Develop Information Literacy and Academic Skills of First Year Health Science Students? A Systematic Review

What is the Best Way to Develop Information Literacy and Academic Skills of First Year Health Science Students? A Systematic Review

Penerapan Analisis Teori Klasik Model Rasch dan Computer Based Test Moodle: Sebuah Pilot Studi

Information Literacy of Polish Students in Social Sciences and Humanities

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