Skip to main content
SpringerLink
Log in
Book cover

European Conference on Information Literacy

ECIL 2018: Information Literacy in Everyday Life pp 254–263Cite as

Information Literacy of University Freshmen, and Differences in ICT Use, Internet Confidence and Motivation

  • Conference paper
  • First Online:

  • 2032 Accesses

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 989))

Abstract

The study explored the differences in information literacy (IL) and related characteristics of freshmen majoring in chemical education. 126 students were divided into two groups, based on the results of an IL test: the IL stronger and the IL weaker group. Students also took surveys on ICT use, Internet confidence and motivation. Results showed a 20% mean difference in the overall IL score, with the IL weaker group being significantly less successful in over half of the IL test items, and having the biggest knowledge gap in information searching and ethics issues, when compared to the IL stronger group. The biggest cognitive divide occurred on the level of understanding. The groups did not differ much in overall ICT use, but the IL stronger group was significantly more confident when using the Internet. The motivation levels were similar, except for the controlled external motivation, in which the IL weaker group scored higher.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  1. ACRL: Information literacy competency standards for higher education. American Library Association (2000). http://www.ala.org/acrl/standards/informationliteracycompetency

  2. ZDBS: Merila in kazalci ınformacijske pismenosti v visokem šolstvu. American Library Association (2010). http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/infolit_slovenian.pdf

  3. ACRL: Framework for information literacy for higher education. American Library Association (2016). http://www.ala.org/acrl/standards/ilframework

  4. AASL: National school library standards for learners, school librarians, and school libraries. American Library Association (2017). http://www.ala.org/aasl/standards

  5. Carretero, S., Vuorikari, R., Punie, Y.: DigComp 2.1 - the digital competence framework for citizens with eight proficiency levels and examples of use (2017). http://publications.jrc.ec.europa.eu/repository/bitstream/JRC106281/web-digcomp2.1pdf_(online).pdf

  6. Fraillon, J., Schulz, W., Ainley, J.: International computer and information literacy study: assessment framework (2013). http://research.acer.edu.au/ict_literacy/9

  7. Šorgo, A., Bartol, T., Dolničar, D., Boh Podgornik, B.: Attributes of digital natives as predictors of information literacy in higher education. Br. J. Educ. Technol. 48(3), 749–767 (2017)

    Article  Google Scholar 

  8. Ross, M., Perkins, H., Bodey, K.: Academic motivation and information literacy self-efficacy: the importance of a simple desire to know. Libr. Inf. Sci. Res. 38(1), 2–9 (2016)

    Article  Google Scholar 

  9. Kurbanoglu, S.S.: Self-efficacy: a concept closely linked to information literacy and lifelong learning. J. Doc. 59(6), 635–646 (2003)

    Article  Google Scholar 

  10. Rosman, T., Mayer, A.-K., Krampen, G.: Intelligence, academic self-concept, and information literacy: the role of adequate perceptions of academic ability in the acquisition of knowledge about information searching. Inf. Res. Int. Electron. J. 20(1), 1–20 (2015)

    Google Scholar 

  11. Kiliç-Çakmak, E.: Learning strategies and motivational factors predicting information literacy self-efficacy of e-learners. Australas. J. Educ. Technol. 26(2), 192–208 (2010)

    Article  Google Scholar 

  12. Boh Podgornik, B., Dolničar, D., Šorgo, A., Bartol, T.: Development, testing, and validation of an information literacy test (ILT) for higher education. J. Assoc. Inf. Sci. Technol. 67(10), 2420–2436 (2016)

    Article  Google Scholar 

  13. Anderson, L.W., Krathwohl, D.R. (eds.): A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York, Pearson 336 p. (2000)

    Google Scholar 

  14. Juriševič, M., Baggia, A., Bartol, T.B.F., Dolničar, D., Glažar, S.A., Kljajić Borštnar, M., et al.: Motivational aspects of information literacy in higher education. In: International Conference on Excellence and Innovation in Basic-Higher Education and Psychology (2016). http://www.icieconference.net/images/Conference_Program_Detailed_Book.pdf

  15. Marsh, H.W., O’Neill, R.: Self description questionnaire III: the construct validity of multidimensional self-concept ratings by late adolescents. J. Educ. Meas. 21(2), 153–174 (1984)

    Article  Google Scholar 

  16. Schwarzer, R., Jerusalem, M.: The general self self-efficacy scale (GSE). In: Weinman, J., Wright, S., Johnston, M. (eds.) Measures in Health Psychology: A User’s Portfolio. Causal and Control Beliefs, pp. 35–37, Windsdor, UK (1995). https://userpage.fu-berlin.de/health/engscal.htm

  17. Vrtačnik, M., Juriševič, M., Savec, V.F.: Motivational profiles of Slovenian high school students and their academic performance outcomes. Acta Chim. Slov. 57(3), 733–740 (2010)

    Google Scholar 

  18. Mahmood, K.: Do people overestimate their information literacy skills? A systematic review of empirical evidence on the Dunning-Kruger effect. Commun. Inf. Lit. 10(2), 199–213 (2016)

    Google Scholar 

Download references

Acknowledgements

The study was financially supported by the Slovenian Research Agency, projects J5-5535 and J5-8230.

Author information

Authors and Affiliations

  1. Faculty of Natural Sciences and Engineering, University of Ljubljana, Ljubljana, Slovenia

    Danica Dolničar & Bojana Boh Podgornik

Authors
  1. Danica Dolničar
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Bojana Boh Podgornik
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Danica Dolničar .

Editor information

Editors and Affiliations

  1. Department of Information Management, Faculty of Letters, Hacettepe University, Beytepe, Ankara, Turkey

    Serap Kurbanoğlu

  2. Department of Information and Communication Sciences, Faculty of Humanities and Social Sciences, University of Zagreb, Zagreb, Croatia

    Sonja Špiranec

  3. Department of Information Management, Faculty of Letters, Hacettepe University, Beytepe, Ankara, Turkey

    Yurdagül Ünal

  4. University of Paris-Est, Champs-sur-Marne, France

    Joumana Boustany

  5. Department of Information and Communication Studies, Faculty of Humanities, University of Oulu, Oulu, Finland

    Maija Leena Huotari

  6. Department of Information Studies , University of California Los Angeles, Los Angeles, CA, USA

    Esther Grassian

  7. Charles E. Young Research Library, University of California Los Angeles, Los Angeles, CA, USA

    Diane Mizrachi

  8. School of Information, The University of Texas at Austin, Austin, TX, USA

    Loriene Roy

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Dolničar, D., Boh Podgornik, B. (2019). Information Literacy of University Freshmen, and Differences in ICT Use, Internet Confidence and Motivation. In: Kurbanoğlu, S., et al. Information Literacy in Everyday Life. ECIL 2018. Communications in Computer and Information Science, vol 989. Springer, Cham. https://doi.org/10.1007/978-3-030-13472-3_24

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-13472-3_24

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-13471-6

  • Online ISBN: 978-3-030-13472-3

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation