Research Readiness Self-Assessment

Ivanitskaya, Lana; Laus, Ryan; Casey, Anne

doi:10.1300/j111v41n01_13

Cited by 33 publications

(17 citation statements)

References 12 publications

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“…Thirty-seven measures of performance in 34 studies were collated into the following categories: course products (n=24); non-IL standardized tests, defined as tests developed for EBP contexts (n= 6, using 4 tests and 1 rubric); IL standardized tests, defined as tests developed for IL contexts (n=2, using the research readiness self-assessment [RRSA] [ 73 ]); and locally developed tests (n=5). The course products varied widely; for example, there were 7 searching assignments, where the search strategy was the main focus; 5 case-based inquiry [ 86 ] assignments, where students applied the 5 EBP steps to a patient scenario; 5 critically appraised topic assignments, where students summarized the evidence on a given topic; and 4 research project assignments.…”

Section: Resultsmentioning

confidence: 99%

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Assessment of knowledge and skills in information literacy instruction for rehabilitation sciences students: a scoping review

Boruff

Harrison

2018

jmla

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ObjectiveThis scoping review investigates how knowledge and skills are assessed in the information literacy (IL) instruction for students in physical therapy, occupational therapy, or speech-language pathology, regardless of whether the instruction was given by a librarian. The objectives were to discover what assessment measures were used, determine whether these assessment methods were tested for reliability and validity, and provide librarians with guidance on assessment methods to use in their instruction in evidence-based practice contexts.MethodsA scoping review methodology was used. A systematic search strategy was run in Ovid MEDLINE and adapted for CINAHL; EMBASE; Education Resources Information Center (ERIC) (EBSCO); Library and Information Science Abstracts (LISA); Library, Information Science & Technology Abstracts (LISTA); and Proquest Theses and Dissertations from 1990 to January 16, 2017. Forty articles were included for data extraction.ResultsThree major themes emerged: types of measures used, type and context of librarian involvement, and skills and outcomes described. Thirty-four measures of attitude and thirty-seven measures of performance were identified. Course products were the most commonly used type of performance measure. Librarians were involved in almost half the studies, most frequently as instructor, but also as author or assessor. Information literacy skills such as question formulation and database searching were described in studies that did not involve a librarian.ConclusionLibrarians involved in instructional assessment can use rubrics such as the Valid Assessment of Learning in Undergraduate Education (VALUE) when grading assignments to improve the measurement of knowledge and skills in course-integrated IL instruction. The Adapted Fresno Test could be modified to better suit the real-life application of IL knowledge and skills.

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Section: Resultsmentioning

confidence: 99%

“…The CCTST [ 42 ] is a commercially available test and does not directly test EBP knowledge. The only IL standardized test included in our review, the RRSA [ 73 ], was not used in a course-integrated instruction setting, and it is unclear if it tests the effectiveness of IL instruction in EBP contexts.…”

Section: Discussionmentioning

confidence: 99%

Assessment of knowledge and skills in information literacy instruction for rehabilitation sciences students: a scoping review

Boruff

Harrison

2018

jmla

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“…The frameworks reviewed previously not only suggest learning outcome targets for higher education institutions, but several of them also have been used directly as the basis for the design of assessments of information literacy skill. Notably, the IL standards (ACRL, ) were used as the basis for the development of several assessments, including the Information Literacy Test (ILT; Madison Assessment, ), the Standardized Assessment of Information Literacy Skills (SAILS; Project SAILS, ), and the Research Readiness Self‐Assessment (RRSA; Ivanitskaya et al, ). The Australian Information Skills Survey (ISS; Catts, ) was developed to assess the six standards presented in the Australia and New Zealand Information Literacy (ANZIIL) framework.…”

Section: Review Of Framework Of Digital Information Literacymentioning

confidence: 99%

Assessing Digital Information Literacy in Higher Education: A Review of Existing Frameworks and Assessments With Recommendations for Next‐Generation Assessment

Sparks

Katz

Beile

2016

ETS Research Report Series

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Digital information literacy (DIL)—generally defined as the ability to obtain, understand, evaluate, and use information in a variety of digital technology contexts—is a critically important skill deemed necessary for success in higher education as well as in the global networked economy. To determine whether college graduates possess the requisite knowledge and skills in DIL, higher education institutions must be able to administer and use results from valid assessments of DIL. In this paper, we provide a comprehensive review of existing definitions of this construct in major frameworks from higher education and the workforce and propose an operational definition of DIL. Next, we provide a review of existing assessments of information literacy and related constructs, including features of the assessments, construct alignment, and psychometric properties (i.e., reliability and validity evidence). Finally, we discuss challenges and considerations surrounding the design, implementation, and use of next‐generation assessments of DIL. We offer this review as a resource for higher education institutions in selecting among existing assessments or in designing their own measures.

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“…Ivanitskaya and colleagues allow adaptation of the online tool with prior authorization. To date, the RRSA health versions have been used primarily with healthcare student populations and, less frequently, with healthcare consumers (Ivanitskaya, 2016). Use of the tool with practicing care providers has received limited exploration (Belcik, 2011).…”

Section: Future Researchmentioning

confidence: 99%

A conceptual approach to practitioners’ health information literacy

Hallyburton

2016

RSR

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Purpose The purpose of this paper is to examine healthcare professionals’ own health literacy through the lenses of information behavior and evidence-based practice. These practitioners’ health information literacy is critical to client care. Design/methodology/approach This conceptual paper applies general and professional-specific models of information behavior and issues of bias to methods in which healthcare practitioners seek, evaluate and use research information within professional practice. Findings Case examples from library, medical and the broader healthcare literature are used to explore ways in which care professionals’ information behaviors align with or deviate from information behavior models and the role of different types of bias in their information behavior. Adaption of evidence-based practice precepts, already familiar to healthcare professionals, is proposed as a method to improve practitioners’ health information literacy. Originality/value Explorations of “health literacy” have primarily focused on healthcare consumers’ interactions with basic health information and services. The health literacy (and health information literacy) of care practitioners has received much less attention. By gaining a greater understanding of how information behaviors intersect with healthcare practitioners’ own health literacy, the librarians and educators who serve future and current care professionals can offer more informed information literacy instruction, enabling practitioners to provide improved patient care.

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Research Readiness Self-Assessment

Cited by 33 publications

References 12 publications

Assessment of knowledge and skills in information literacy instruction for rehabilitation sciences students: a scoping review

Assessment of knowledge and skills in information literacy instruction for rehabilitation sciences students: a scoping review

Assessing Digital Information Literacy in Higher Education: A Review of Existing Frameworks and Assessments With Recommendations for Next‐Generation Assessment

A conceptual approach to practitioners’ health information literacy

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