Collaborative Information Literacy Assessments: Strategies for Evaluating Teaching and Learning

การประเมินผลลัพธ์การเรียนรู้นับเป็นส่วนสำคัญในการสอนการรู้สารสนเทศที่บูรณาการในหลักสูตรการศึกษาที่เปิดสอนในสถาบันอุดมศึกษา โดยผู้สอน บรรณารักษ์ และผู้บริหารจะต้องให้ความสำคัญในการวางแผนเกี่ยวกับการประเมินผลลัพธ์การเรียนรู้ของรายวิชา/โปรแกรมการสอน ซึ่งการประเมินการรู้สารสนเทศในรายวิชาต่างๆ นั้น ผู้สอนและบรรณารักษ์เป็นบุคคลที่มีบทบาทสำคัญในการพัฒนารูปแบบของการประเมินการรู้สารสนเทศที่เป็นวิธีปฏิบัติที่ดีที่สุดและเหมาะสมกับธรรมชาติของแต่ละรายวิชา พร้อมทั้งให้ความสำคัญในการทำงานร่วมกันระหว่างผู้สอนกับบรรณารักษ์ในการประเมินการรู้สารสนเทศที่สัมพันธ์กับสาขาวิชาที่สอนและบริบทของสถาบัน ดังนั้น การประเมินการรู้สารสนเทศแบบร่วมมือจึงเป็นกิจกรรมที่ใช้วัดความสำเร็จของโปรแกรมการสอนการรู้สารสนเทศว่ากิจกรรมที่จัดขึ้นบรรลุเป้าหมายของการพัฒนาทักษะการรู้สารสนเทศของนักศึกษาได้มากน้อยเพียงใ

Assessment of Information Literacy and Fake News Identification of Benguet State University Freshmen: Implications for Library Literacy Program

The world is experiencing a rapid and massive spread of misinformation referred to as “infodemic” (WHO, 2020, cited by Salvi, et al., 2021). Despite information literacy had been a long-offered solution to information problems (Horton, 2007) and studies discovered that accurate identification of fake news was significantly associated with information literacy (Jones-Jang, et al., 2021), approaches to IL instruction must be updated and must adapt to the changing information society and environment (SCONUL, 2018; Rutledge and LeMire, 2017). It aimed to determine the level of information literacy and fake news identification of the students. It also determined if there is a significant difference in the students’ competence when grouped according to their gender and academic performance. It also determined the correlation between information literacy and fake news identification. The study employed a descriptive correlation approach and used an online questionnaire tool adapted from the TRAILS assessment tool. The questionnaire also included examples of news materials that students determined if fake or not. The respondents consist of 331 freshmen students of Benguet State University enrolled during the school year 2020-2021. The findings revealed that students are fairly competent in information literacy and fake news identification. It was also found that, when compared according to gender, there is no significant difference in the information literacy of the students but there is a significant difference in the fake news identification. It was concluded that female students are more capable of identifying fake news. When compared according to academic performance, there is a significant difference in students’ information literacy and fake news identification. It was concluded that students with higher academic performance tend to have higher competence in information literacy and fake news identification. It was concluded that there is a significant moderate correlation between information literacy and fake news identification. The results of the study guided the information literacy program launched by the library, #BUILDS, or the BSU ULIS Information Literacy Development Solutions. One of the activities under the program is the release of the information literacy video series intended to develop students’ information competencies

Information Literacy (IL) of College Freshmen: Implications for an IL Program in Academic Libraries

Information technology steered the proliferation of information resources in different formats, thus, making available a lot of information choices for the diverse needs of all types of users. To be able to obtain quality resources, the academic libraries play a crucial role in developing the information competencies of college students. This study examined the information literacy of college freshmen using a cognitive test. Scores were analyzed using mean scores, frequency, and percentage. Findings indicate that college freshmen have above average literacy in accessing information, and average in evaluating and using information. Based on these findings, some implications for information literacy programs are derived. These could be used by librarians as their basis in planning and designing information literacy programs that would further develop more advanced information competencies

Measuring the impact of information literacy e-learning and in-class courses via pre-tests and post-test at the Faculty of Medicine, Masaryk University

The objective herein is to show that e-learning can be as effective a method of teaching IL activities as in-class lessons. In the autumn of 2012 and the spring of 2013, a total of 159 medical students enrolled in the e-learning course and completed the required pre-tests and post-tests comprising 30 multiple-choice questions on information literacy topics; another 92 PhD students from in-class courses took the 22-question test. The pre-test and post-test scores along with the number of students who correctly answered the questions were counted and the overall percentage was calculated. The final outcome was the extent of knowledge increase and the number of students with correct answers, expressed in percentage. On average, 95.5% and 92.5% increase in knowledge was recorded among the medical students and PhD students respectively; an average of 4.5% medical students and 7.5% of PhD students recorded low scores in the post-test. As for the number of correct answers, the average results of the 22 set questions shared among the study groups were as follows: 15 questions were answered correctly more often by medical students, 6 were answered correctly more often by PhD students and only 1 question was correctly answered in the same average percentage by both the groups. The results point to the need for proposing several key revisions. Among these include an exercise to be included in both curricula on online search for an article without full text availability via link service, while instructions on manually creating bibliographic references shall be added to the PhD course. Some test questions require revision so that they are based more on practical examples rather than mere definitions. The results thus assembled, and the follow-up discussion, can then help in convincing the advocates of in-class teaching of the beneficial application of e-learning in information literacy education.The objective herein is to show that e-learning can be as effective a method of teaching IL activities as in-class lessons. In the autumn of 2012 and the spring of 2013, a total of 159 medical students enrolled in the e-learning course and completed the required pre-tests and post-tests comprising 30 multiple-choice questions on information literacy topics; another 92 PhD students from in-class courses took the 22-question test. The pre-test and post-test scores along with the number of students who correctly answered the questions were counted and the overall percentage was calculated. The final outcome was the extent of knowledge increase and the number of students with correct answers, expressed in percentage. On average, 95.5% and 92.5% increase in knowledge was recorded among the medical students and PhD students respectively; an average of 4.5% medical students and 7.5% of PhD students recorded low scores in the post-test. As for the number of correct answers, the average results of the 22 set questions shared among the study groups were as follows: 15 questions were answered correctly more often by medical students, 6 were answered correctly more often by PhD students and only 1 question was correctly answered in the same average percentage by both the groups. The results point to the need for proposing several key revisions. Among these include an exercise to be included in both curricula on online search for an article without full text availability via link service, while instructions on manually creating bibliographic references shall be added to the PhD course. Some test questions require revision so that they are based more on practical examples rather than mere definitions. The results thus assembled, and the follow-up discussion, can then help in convincing the advocates of in-class teaching of the beneficial application of e-learning in information literacy education

A Seat at the Table: Information Literacy Assessment and Professional Legitimacy

This qualitative study explores academic librarians’ perceptions of and experiences with information literacy assessment, focusing primarily on issues of professional identity, agency, and power. Findings from in-depth interviews reveal that instruction librarians view teaching as integral to their professional identity and use assessment to legitimize that identity, both personally and at the institutional level. While this suggests that assessment has the potential to elevate the status of librarians on campus, the interviews also highlight ongoing professional and organizational tensions that hinder assessment efforts and inhibit librarian agency. The authors recommend more transparent communication, among other strategies, to address these challenges

The Evolution of an Embedded Information Literacy Module: using Student Feedback and the Research Literature to Improve Student Performance

The purpose of this paper is to describe the development and evolution of the embedded information literacy (IL) module for first year BSc in Marketing students in Technological University Dublin (DIT) over a three year period between 2007-8 and 2009-10. It describes the pedagogical theories underlining the teaching and assessment of the course in its original format, the reflective practice in which the library team engaged, and the subsequent changes made to the teaching and assessment of the course, informed by the research literature. The study uses performance in the assessment task, student feedback drawn from survey questionnaires and a focus group as the methods of data collection, although the analysis also takes into account anecdotal evidence. The paper provides details of the correlation each year between student performance in the information literacy and marketing components of the assessment task. It outlines the students’ evaluations of the course and, for the latter two years, it examines their perception of their information literacy skills before and after the embedded module. The issues raised in the feedback from students, the library team, and academic staff members were addressed using techniques drawn from the research literature. This involved underpinning the feedback and formative assessment for the programme with a student centred approach by introducing discussion board assignments to the course, and drawing on students’ existing knowledge and experience by using worksheets at the start of class. The timing of the IL classes was also changed in 2008-9 to align them more closely with the assessment deadline. In addition, instructions in relation to the assessment task were rewritten and clarified in 2008-9 and 2009-10. The modifications made resulted in an improvement in student performance (as measured by the mean mark) in the IL assessment task, and in an increase in the correlation between the marks for the IL and marketing components of the assignment. The study has some limitations, while student feedback indicated a significant increase in students’ confidence in their IL skills, the study did not examine at any stage whether this increase in confidence resulted in a change in their IL practice. Furthermore, while most students in the 2007-8 cohort indicated that they would apply what they had learned in the IL component to other courses, there is only anecdotal evidence that this actually happened. Nevertheless, the discussion on the issues and challenges experienced in relation to the teaching and assessment of an embedded information literacy module, and the analysis of the impact of the solutions introduced to address these issues should make this paper relevant to practitioners engaged in the delivery and assessment of similar IL modules