Advertisement

Assessing Content and Cognitive Levels of Information Literacy in a Group of Life Sciences University Students

  • Danica DolničarEmail author
  • Bojana Boh Podgornik
  • Irena Sajovic
  • Andrej Šorgo
  • Tomaž Bartol
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 676)

Abstract

The present study investigates the initial level of information literacy (IL) of 308 life sciences students from three Slovenian faculties compared to the level achieved by the students after completing a compulsory credit-bearing IL course. A validated information literacy test (ILT) served as an assessment instrument, and the results were statistically analysed by IL topic, cognitive category and year of study. The students achieved significant progress in all main IL topics and all cognitive categories. The greatest improvement was in the subscale of database searching, where the initial IL level was the lowest. Another IL deficiency that was detected and improved relates to legal and ethical issues. With regard to cognitive categories, the students achieved the most evident progress in the category of applying knowledge, where they were initially the least successful. An analysis of the students’ IL achievements by year of study led to the recommendation to include an IL-related study course in the curriculum of life sciences programmes in the second year of study.

Keywords

Information literacy Higher education Standards Cognitive levels Evaluation 

Notes

Acknowledgements

The study was financially supported by the Slovenian Research Agency, project J55535.

References

  1. 1.
    Šorgo, A., Bartol, T., Dolničar, D., Boh Podgornik, B.: Attributes of digital natives as predictors of information literacy in higher education. Brit. J. Educ. Technol. (2016). http://doi.org/10.1111/bjet.12451
  2. 2.
    Lowe, H., Cook, A.: Mind the gap: are students prepared for higher education? J. Furth. High. Educ. 27(1), 53–76 (2003)CrossRefGoogle Scholar
  3. 3.
    Information Literacy Competency Standards for Higher Education. Association of College & Research Libraries – ACRL, a Division of the American Library Association - ALA, Chicago (2000). http://www.ala.org/acrl/standards/informationliteracycompetency
  4. 4.
    Framework for Information Literacy for Higher Education. Association of College & Research Libraries – ACRL, a Division of the American Library Association - ALA, Chicago (2016). http://www.ala.org/acrl/standards/ilframework
  5. 5.
    Harmer, A., Lee, P.: Frameworks, standards, and benchmarks, Oh My! In: Georgia International Conference on Information Literacy (2015). http://digitalcommons.georgiasouthern.edu/gaintlit/2015/2015/39
  6. 6.
    Elmborg, J.: Critical information literacy: implications for instructional practice. J. Acad. Librariansh. 32(2), 192–199 (2006)CrossRefGoogle Scholar
  7. 7.
    Kos, D., Špiranec, S.: Understanding the field of critical ınformation literacy: a descriptive analysis of scientific articles. In: Kurbanoğlu, S., Boustany, J., Špiranec, S., Grassian, E., Mizrachi, D., Roy, L. (eds.) ECIL 2015. CCIS, vol. 552, pp. 579–589. Springer, Heidelberg (2015). doi: 10.1007/978-3-319-28197-1_58 CrossRefGoogle Scholar
  8. 8.
    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, 2420–2436 (2016). http://doi.org/10.1002/asi.23586 CrossRefGoogle Scholar
  9. 9.
    Anderson, L.W., Krathwohl, D.R. (eds.): A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Allyn & Bacon, Boston (2001)Google Scholar
  10. 10.
    Reece, G.J.: Critical thinking and cognitive transfer: implications for the development of online information literacy tutorials. Res. Strateg. 20(4), 482–493 (2005)CrossRefGoogle Scholar
  11. 11.
    Keene, J., Colvin, J., Sissons, J.: Mapping student information literacy activity against Bloom’s taxonomy of cognitive skills. J. Inf. Lit. 4(1), 6–21 (2010). http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/189 Google Scholar
  12. 12.
    Šumiga, B.: Understanding and use of ınformation literacy in the ındustrial project management. In: Kurbanoğlu, S., Boustany, J., Špiranec, S., Grassian, E., Mizrachi, D., Roy, L. (eds.) ECIL 2015. CCIS, vol. 552, pp. 90–98. Springer, Heidelberg (2015). doi: 10.1007/978-3-319-28197-1_10 Google Scholar
  13. 13.
    Boustany, J.: Information literacy skills of students at paris descartes university. In: Kurbanoğlu, S., Grassian, E., Mizrachi, D., Catts, R., Špiranec, S. (eds.) ECIL 2013. CCIS, vol. 397, pp. 588–595. Springer, Heidelberg (2013). doi: 10.1007/978-3-319-03919-0_79 CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG 2016

Authors and Affiliations

  • Danica Dolničar
    • 1
    Email author
  • Bojana Boh Podgornik
    • 1
  • Irena Sajovic
    • 1
  • Andrej Šorgo
    • 2
  • Tomaž Bartol
    • 3
  1. 1.Faculty of Natural Sciences and EngineeringUniversity of LjubljanaLjubljanaSlovenia
  2. 2.Faculty of Natural Sciences and Mathematics/Faculty of Electrical Engineering and Computer SciencesUniversity of MariborMariborSlovenia
  3. 3.Biotechnical FacultyUniversity of LjubljanaLjubljanaSlovenia

Personalised recommendations