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Attaining information literacy: An investigation of the relationship between skill level, self-estimates of skill, and library anxiety
Abstract
Competency theory predicts a miscalibration between students' self-assessments of their information literacy skills and their actual skill level. This study investigates whether such a disparity is evident among incoming freshmen who test as non-proficient on a standardized test of information literacy. In addition, this study analyzes Information Literacy Test scores and library anxiety test scores to provide preliminary data on whether library anxiety is related to information literacy skill attainment. Findings reveal that the relationship between information literacy skills and self-assessments predicted by competency theory are evident in the domain of information literacy. This study did not find an association between information literacy skill scores and total library anxiety scores. However, a significant negative correlation between information literacy scores and the subscale “knowledge of the library” indicates that as information literacy scores rise, anxiety scores related to a lack of knowledge of the library fall. The findings suggest that traditional information literacy instruction may not be effective with non-proficient students, who are unlikely to see themselves as needing or benefiting from such instruction.
... Research on information seeking practises by Project Information Literacy (Head, 2013) revealed that the majority of freshmen (first-year students) were overwhelmed by forming search strategies and navigating the amount of information available to them, and most freshmen were underprepared by high school research experiences. A study of 51 freshmen by Gross and Latham (2007) that looked at scores on the Information Literacy Test and Library Anxiety Scale showed that the majority of students with lower proficiencies in research skills overestimated their abilities, but library anxiety scores fell as knowledge about the library increased. A study of library anxiety in second-semester freshmen by Blundell and Lambert (2014) found that students expressed that they were uncomfortable with the research process and unsure how to begin, but students' lack of motivation and willingness to learn emerged as important factors for further exploration. ...
... However, the results of this study also show that students who had a librarian-initiated interaction were more likely to use the college library's website, research guides, and online services and tools. The fact that students who had a librarian-initiated interaction were significantly more likely to use the library's online resources supports research that demonstrates guidance from a librarian helps ease the sense of feeling overwhelmed (Gross & Latham, 2007, LeMire et al., 2021. During IL instruction led by librarians, students not only become aware of and familiar with library tools but also begin to learn Framework concepts like 'Searching as Strategic Exploration.' ...
... While the students in this study primarily attend six institutions and all in the same U.S. state, their experience is not unique: other students at other institutions experienced the same pandemic and disruption. Students were already anxious due to the pandemic, and the tendency of students to experience library anxiety is well-documented (Carlile, 2007;Gross & Latham, 2007;Lund & Walston, 2020;McAfee, 2018;Mellon, 1986). In addition, nearly every student was forced to become an online student, facing the challenge of transactional distance which can increase feelings of isolation and disconnectedness. ...
As part of a research study to examine first-year college students’ preparation for college-level research, students at six U.S. institutions of higher education were surveyed in the spring semester of 2021. The pandemic continued to affect the delivery of information literacy (IL) instruction and library services across the United States throughout the 2020–2021 academic year. When students completed this survey in April and May of 2021, the majority of instructional services were offered in synchronous and asynchronous remote formats. The students' engagement with librarians and librarian-created instructional resources were captured via the survey and analysed to determine whether students were able to leverage these interactions and materials despite the remote contexts. Students who did not interact with an academic librarian were less likely to use library resources, had more problems accessing information, and felt more overwhelmed by the quantity of resources and services offered by the library. Results show that intentional student-librarian interactions are a bridge to the acquisition and development of knowledge practices and dispositions of the ACRL Framework for Information Literacy for Higher Education. The findings suggest considerations for moving forward when it comes to communicating with students and delivering IL support in academic libraries around the world as countries emerge from pandemic conditions.
... All these authors concluded that user education, based on teaching and developing critical thinking, which is an integral part of information literacy, reduces library anxiety. This is confirmed by Gross and Latham (2007) and Kwon (2008) who developed a model of the relationship between critical thinking skills and library anxiety. ...
... Furthermore, bearing in mind that the development of information literacy and critical thinking skills in users reduces the possibility of developing library anxiety (Jiao and Onwuegbuzie, 1997) and that library anxiety prevents the development of information literacy (Mellon, 1986;Kuhltlau, 1988Kuhltlau, , 1991Vidmar, 1998;Battle, 2004;Gross & Latham, 2007;Carlire, 2007;Kwon, 2008;Brich, 2012) it is necessary to systematically implement quality educational programs aimed at enabling individuals to recognize the need for information, find it, critically evaluate and finally use the obtained information. ...
... One part of the user frustration stems from the cognition that certain information is available in the library either in print (book, magazine) The most straightforward and effective way to prevent or alleviate library anxiety that occurs as a result of lack of searching, evaluating and proper information usage skills are bibliographic instructions that have been proven to reduce library anxiety and improve information literacy (Mellon, 1986;Kuhltlau, 1988Kuhltlau, , 1991Vidmar, 1998;Battle, 2004;Gross & Latham, 2007;Carlire, 2007;Kwon, 2008;Brich, 2012). ...
Since 1986, when library anxiety phenomenon was first mentioned by Mellon, numerous scientific papers have been written on this subject. The main purpose of this paper is to analyse and summarize existing scientific literature regarding library anxiety with a special emphasis on academic libraries. By thorough review of literature authors reached two conclusions. First one being that library anxiety is a real occurrence among university library users and it impairs academic success and second that library anxiety can be prevented or alleviated by librarians. In this paper we have listed definitions of library anxiety, scales for measuring library anxiety and practical procedures in prevention and alleviation of library anxiety. This paper could have practical implications for academic librarians, library and information science scholars and students.
... Several factors inhibit a student's ability to conduct research and achieve coherence, especially research anxiety (Papanastasiou and Zembylas 2008;Eckberg 2015;Gross and Latham 2007;Earley 2014;Kortz and van der Hoeven Kraft 2016;Tan 2007;Kennedy, Lawton, and Leroy Plumlee 2002;Bernstein and Allen 2013) and overconfidence of one's research abilities in comparison to other students (Kruger and Dunning 1999;Gross and Latham 2007). Researchers describe student feelings on research using words like stressed, overwhelmed, and nervous (Murphy 2015;Papanastasiou and Zembylas 2008;Earley 2014;Kennedy, Lawton, and Leroy Plumlee 2002;Tan 2007). ...
... Several factors inhibit a student's ability to conduct research and achieve coherence, especially research anxiety (Papanastasiou and Zembylas 2008;Eckberg 2015;Gross and Latham 2007;Earley 2014;Kortz and van der Hoeven Kraft 2016;Tan 2007;Kennedy, Lawton, and Leroy Plumlee 2002;Bernstein and Allen 2013) and overconfidence of one's research abilities in comparison to other students (Kruger and Dunning 1999;Gross and Latham 2007). Researchers describe student feelings on research using words like stressed, overwhelmed, and nervous (Murphy 2015;Papanastasiou and Zembylas 2008;Earley 2014;Kennedy, Lawton, and Leroy Plumlee 2002;Tan 2007). ...
... Papanastasiou & Zembylas show that students who have positive perceptions about research are less likely to experience anxiety (2008,164). Gross and Latham (2007) show that exposure to information-seeking skills also brings down levels of anxiety. As information literacy rises, nervousness related to a lack of knowledge about library research falls (Gross and Latham 2007, 348). ...
When researching and writing scholarly papers for semester-long projects, undergraduate students face challenges, such as research anxiety, overestimation of research skills, poor time management, difficulty choosing appropriate sources, and lack of integration between research stages and final product. Student survey results and paper analyses show incoherence in the student research process. This article develops a coherence framework to address problems students face throughout the research and writing process. This framework joins literature on coherence techniques and effective pedagogies including guided research, peer modeling, checkpoints, and reflection. The article presents pedagogical recommendations for establishing coherence in student research and writing projects.
... According to research from the domain of psychology, people who are incompetent, particularly in the areas in which people commonly have some orientation, tend to believe that their skills are above the average and to overestimate their performance (Ehrlinger, Johnson, Banner, Dunning & Kruger, 2008). The study by Gross and Latham (2007) also demonstrated the association between low-level skills and an inflated self-view of ability. Some studies in the information science domain uncovered low information literacy skills among students. ...
... In this respect, our findings are consistent with the findings of other studies that found the connection between low-level skills and inflated self-view of abilities (Ehrlinger et al., 2008;Gross & Latham, 2007). At the same time, we could argue that the behaviour of information science students may also be the characteristic of the young and impatient members of the Google generation, that is "easily distracted" and "with short attention spans" (Purcell et al., 2012). ...
IzvlečekNamen: Članek predstavlja izbrane rezultate pilotne raziskave manjšega obsega na temo informacijskega vedenja študentov Univerze v Osijeku v digitalnem okolju.Metodologija/pristop: Kvalitativna raziskava je bila opravljena na vzorcu šestih študentov različnih družboslovnih smeri (informacijska znanost, psihologija, ekonomija, menedžment v kulturi). Študenti so bili naprošeni, da poiščejo odgovor na nekaj informacijskih nalog. Uporabljena je bila metoda glasnega razmišljanja, pri kateri so sodelujoči verbalizirali svoje misli in občutja med iskanjem informacij. Vedenje raziskovanih oseb je bilo posneto z video kamero, transkripti posnetkov pa so bili analizirani in interpretirani.Omejitve raziskave: Majhen in priročen vzorec omejuje veljavnost ugotovitev raziskave.Izvirnost/uporabnost: Rezultati dajejo koristen vpogled v informacijsko vedenje študentov v elektronskem okolju (njihovo strategijo, korake pri iskanju, občutke itn.) toda presenetljivo razkrivajo nizko raven poizvedovalnih spretnosti pri študentih informacijske znanosti.
... Perspectives on searching and learning often follow one of two paths: either focusing on a "learning to search" perspective or on a "searching to learn" perspective. The former is about students' search skills and closely related to information literacy [9], while the latter deals with students' research activities in the context of class activities and assignments [10]. While both have their place in the classroom environment, our study here deals with a "searching to learn" context as we are observing children implementing their learned or taught search strategies without intervention from ourselves as educators or researchers. ...
... We note in the related work that searching and learning often focus on "learning to search" (information literacy [9]) or on "searching to learn" (research activities in the context of class activities and assignments [10]) perspective. Our study and the tasks were designed to be as educationally appropriate as possible in a simulated work set study. ...
Our research aims at understanding children’s information search and their use of information search tools during educational pursuits. We conducted an observation study with 50 New Zealand school children between the ages of 9 and 13 years old. In particular, we studied the way that children constructed search queries and interacted with the Google search engine when undertaking a range of educationally appropriate inquiry tasks. As a result of this in situ study, we identified typical query-creation and query-reformulation strategies that children use. The children worked through 250 tasks, and created a total of 550 search queries. 64.4% of the successful queries made were natural language queries compared to only 35.6% keyword queries. Only three children used the related searches feature of the search engine, while 46 children used query suggestions. We gained insights into the information search strategies children use during their educational pursuits. We observed a range of issues that children encountered when interacting with a search engine to create searches as well as to triage and explore information in the search engine results page lists. We found that search tasks posed as questions were more likely to result in query constructions based on natural language questions, while tasks posed as instructions were more likely to result in query constructions using natural language sentences or keywords. Our findings have implications for both educators and search engine designers.
... All these authors concluded that user education, based on teaching and developing skills of critical thinking, which is an integral part of information literacy, reduces library anxiety. This is confirmed by Gross and Latham (2007) and Kwon (2008) who developed model of the relationship between critical thinking skills and library anxiety. ...
... Lack of searching and information evaluating skills can cause sense of inferiority and impaired self-confidence among users and such users may begin to feel reluctant to use the library. Bearing in mind that development of information literacy and critical thinking in users reduces the possibility of developing library anxiety (Jiao & Onwuegbuzie, 1997), the most straightforward and effective way to prevent or alleviate library anxiety that occurs as a result of lack of searching, evaluating and proper information usage skills, are bibliographic instructions that have proven to reduce library anxiety and improve information literacy skills (Mellon, 1986;Kuhlthau, 1988Kuhlthau, , 1991Vidmar, 1998;Battle, 2004;Gross & Latham, 2007;Carlire, 2007;Kwon, 2008;Birch, 2012). Although library instructions are offered in all types of libraries, they are of great importance in academic libraries since the academic success of students directly depends on the skill of using library information sources (Jiao & Onwuegbuzie, 2002). ...
WBIMLC 2020 celebrates the clear enthusiasm and passion of IL enthusiasts not only in the Western Balkans but on the international level. Given the topic of this year‘s Conference, Information literacy: know it, teach it, live it WBIMLC 2020 also highlights the relevance of
Information Literacy in today‘s world. Information Literacy can be a very convincing antidote to these complex issues. IL can help us
decipher whether information is accurate and trustful, enables is to look at who is behind the information, how they operate, what motives they might have. IL helps us to be free when rejecting or accepting it.
Getting to the truth with Information Literacy.
This year, the International Summit of the Book was held in conjunction with the Western Balkan Information and Media Literacy Conference (WBIMLC). Owing to unprecedented challenges
encountered with Covid 19, we have decided to amalgamate these two important conferences for just this one year.
We want to ensure that these two important and far-reaching events take place in 2020 despite this dreadful worldwide pandemic. We are fighting to keep the International Summit of Book, now in its 9th year, alive and thriving despite the recent trials and tribulations in Beirut, Lebanon last year when the Summit unfortunately could not take place owing to the political situation in Lebanon at that time.
We also want to continue the momentum and tradition of holding our fantastic Information and Media Literacy conference in Bihać, Bosnia and Herzegovina, one of the few International Library or Information Literacy conferences that will take place in 2020. As we all know 2020 is different, unprecedented many would say.
So, we did it differently this time. Online was the main expression of these conferences and both the Summit and WBIMLC 2020 were held virtually for the first time.
These two conferences were momentous and historic events in what will be an unforgettable year for the library community and all humanity.
... Nearly a decade later, Gross and Latham (2007) conducted research that used the Information Literacy Test (ILT) to analyze the top 25% and bottom 25% of the incoming class based on high school GPA and SAT/ACT scores. Although this study focused on the relationship between students' actual information literacy skill level and their self-estimates of skill, their findings also revealed differences in the information literacy skills of high and low GPA incoming college students. ...
... Although this study focused on the relationship between students' actual information literacy skill level and their self-estimates of skill, their findings also revealed differences in the information literacy skills of high and low GPA incoming college students. The mean score for bottom tier students on the ILT was 33.94 while the mean score for top tier students was 42.15 indicating a significant difference between the information literacy skills of these two groups (Gross & Latham, 2007). Like Geffert and Christiansen's (1998) study, however, this research project did not include a post-test to measure the effects of library instruction on test scores. ...
Although many studies explore the effect of library instruction on information literacy test scores, there are far fewer studies exploring the relationship between high school Grade Point Average (GPA) and scores on information literacy pre- and post-tests of first year college students. This research study compares the scores of three cohorts of Franklin Pierce University students--honors students, Center Scholars (students with a cumulative high school GPA of below 2.5) and Average GPA students --on an information literacy pre-test administered in the first two weeks of the fall, and a similar post-test administered after students have attended a library instruction session. The results of this study show a relationship between high school GPA and pre-test scores and reveal an even stronger relationship between high school GPA and scores on the post-test, with honors students attaining the highest scores and Center Scholars the lowest. This article proposes explanations for these results as well as recommendations for addressing the test score disparities between these three cohorts.
... All these authors concluded that user education, based on teaching and developing skills of critical thinking, which is an integral part of information literacy, reduces library anxiety. This is confirmed by Gross and Latham (2007) and Kwon (2008) who developed model of the relationship between critical thinking skills and library anxiety. ...
... Bearing in mind that development of information literacy and critical thinking in users reduces the possibility of developing library anxiety (Jiao & Onwuegbuzie, 1997), the most straightforward and effective way to prevent or alleviate library anxiety that occurs as a result of lack of searching, evaluating and proper information usage skills, are bibliographic instructions that have proven to reduce library anxiety and improve information literacy skills (Mellon, 1986;Kuhlthau, 1988Kuhlthau, , 1991Vidmar, 1998;Battle, 2004;Gross & Latham, 2007;Carlire, 2007;Kwon, 2008;Birch, 2012). ...
Obtaining information literacy skills is crucial in order to live, learn and work in today's constantly changing information environment. Libraries, especially academic ones, should be the focal point of learning those skills. Some of library users feel library anxiety and therefore they are not able to use full extent of library services and cannot develop adequate information literacy skills. In this paper authors have tried to provide an insight on alleviating library anxiety through information literacy teaching. By analyzing and summarizing existing scientific literature it is proven that information literacy courses have negative impact on library anxiety and that library anxiety can be reduced by creating and implementing information literacy courses.
... The authors also considered that even though information literacy instruction has been integrated into some science and engineering curriculums, the limited interaction of academic librarians with students and/or faculty isn't enough to transform their information seeking behavior. As noted by Gross [5], "...not all colleges and universities require that students receive information literacy instruction". Fransen [6] determined that even though undergraduate students have opportunities and reasons to use library resources for electives, that need is not apparent in science and engineering courses. ...
... In addition to data collected to evaluate library transactions, results showed that science and engineering undergraduate students use the library less than students in other majors [6]. Even for students that do receive some information literacy instruction within their courses, "the fact remains that students who are unaware of a deficit in their information literacy skills are unlikely to seek skill remediation on their own or to engage with instruction when forced to take it" [5]. ...
... The study of the correlation between the ability to identify fake stories and search strategies (Leeder, 2019) found that there was a large gap between the selfassessment of college students and their seeking behaviors and ability to identify fake news. Previously, Gross and Latham (2007) and Georgas (2014) showed that students with low proficiency in IL skills significantly overestimate their abilities. ...
... The same applied to the study of real knowledge and opinions in this age group. However, it is known that higher school students largely overestimate their beliefs about their abilities in subjects such as Internet searches (Georgas, 2014;Gross & Latham, 2007;Leeder, 2019). Our study reduces the age of reported cases where we can identify the well-known Dunning-Kruger effect (Kruger & Dunning, 1999). ...
... This is surprising because one would have expected information literacy skills scores to have a positive relationship with research selfefficacy scores. However, the result may not be misleading because some researchers such as Manhood (2016); Gross and Latham (2007) had related results. Gross and Latham (2007) carried out a study to know whether competency theory prediction that students with a high level of information literacy skills are more likely to question their ability to perform while those who lack competence tend not only to be unaware of their lack of ability but to overestimate what they can do. ...
... However, the result may not be misleading because some researchers such as Manhood (2016); Gross and Latham (2007) had related results. Gross and Latham (2007) carried out a study to know whether competency theory prediction that students with a high level of information literacy skills are more likely to question their ability to perform while those who lack competence tend not only to be unaware of their lack of ability but to overestimate what they can do. Their study revealed that the relationship between information literacy skills and self-assessments predicted by competency theory is evident in the domain of information literacy. ...
The study investigated the relationship between information literacy skills acquisition and research self-efficacy of Library and Information Science (LIS) postgraduate students in Southeast Nigerian Universities. A correlational research design was adopted for the study. The population comprised 326 postgraduate students which included all 2017/2018 and 2018/2019 PhD and Masters Degree students from the Departments of LIS in Southeast Nigerian universities that offer the postgraduate programme in LIS. The entire population was studied. Two validated instruments which included cognitive ability test for Information Literacy Skills (ILST) and Research Self-Efficacy Scale (RSES) adopted from Büyüköztürk, Atalay, Sozgunc, and Kebapçı were used for data collection. The internal consistency of ILST and RSES were established using Kudder-Richardson and Cronbach's alpha coefficient which yielded 0.85 for ILST and 0.86 for RSES. Data collected were analysed using Pearson's Product Moment Correlation (r). The study found out that there is a negative relationship between information literacy skills and research self-efficacy scores of LIS postgraduate students. Also, no significant relationship exists between information literacy skills and research self-efficacy scores of LIS postgraduate students. Based on the findings, it was recommended among others that the assessment of students' information literacy skills by the LIS Department, LIS educators, and LIS professionals should be employed frequently. This will help determine their strength and weakness and with that, the students will be able to know their stand which will encourage them to acquire these skills where it is lacking as well as instill confidence in their ability to conduct research.
... The 2007 survey found that first year students were similar to older students in perceived skill using technology for academic purposes. In addition to the studies mentioned above, Gross and Latham (2007) reported an overall information illiteracy amongst first year students connected to an inconsistency of relevant instruction before college and the need to be self-taught. A 2008 survey by the Higher Education Research Institute found that while 75% of students use the Internet for research, only 39% regularly evaluate the quality of these sources. ...
... arch needs.Brown et al. (2004);Pellegrino (2012), both said that students who receive an orientation to library resources and services are more likely to seek needed research assistance with course papers, projects, and presentations.Donald, Harmon, & Schweikhard (2012), pointed out the importance of introducing students early to the library space.Gross & Latham (2007); Van Scoyoc(2003), said students are often intimidated by the size of the library, feel inadequate because they lack knowledge about where items and services are located in the building, and are uncomfortable with both the research process and asking library staff questions. A library orientation exercise is designed so that students ca ...
This study determines library instruction variables and students’ catalogue use in the university of Uyo main library. Four objectives that translated to four research questions and hypotheses were formulated to guide this study. The study was delimited to the university of Uyo, main library. Survey research design was used for the study and propulsive sampling technique was used to select 10% of a population of 969, from newly admitted registered students. 97 questionnaires were shared. Data collection was done through a researcher constructed questionnaire titled “Library Instruction Variables and Students’ Catalogue Use Questionnaire” (LIVSCUQ), which yielded a certain percent return rate of 95.8%. The result reviewed that students’ catalogue use has a relationship with library instruction variables based on the items generated. Therefore, the study recommended among others were library administrators in the university of Uyo should endeavor to educate patrons on how to use the catalogues, library administrators in the university of Uyo should endeavor to educate patrons on how to use bibliographies and library orientation should be given to the students on how to make the most of their library experience.
... Sahin and Namli (2019) stated that the attitudes of university students to use technology in education are moderately positive. Gross and Latham (2007) similarly stated in their study that students' tendency to use educational technologies is moderate and positive. In addition, it is seen in the literature that researches were conducted to determine the educational technology use levels of university students and teacher candidates. ...
The purpose of this research; To evaluate the use of interactive educational technologies as a factor in the development of university students' characteristics with student views. The study group of the research included 25 students studying at various universities in Almaty, Kazakhstan, in the 2021-2022 academic year. This research was designed in accordance with the phenomenological method, one of the qualitative research methods. Research data were collected through a semi-structured interview form created by the researchers. As a result of the research, it has been revealed that university students tend to use interactive educational technologies. Students, the positive effects of interactive educational technologies on improving student characteristics; positive effects in terms of learning skills, technology skills, cognitive skills, self-skills and social skills. In addition, university students stated unwillingness to learn, technology addiction and cognitive difficulties as the negative effects of interactive educational technologies on student characteristics. In universities, activities should be carried out to improve the level of students' use of interactive educational technologies. Keywords; Interactive educational technology, student characteristics, student opinions.
... Findings are mixed. For example, one study reported student performance improved across the semester, but confidence did not (n = 24 students; Hulseberg & Versluis, 2017), whereas other studies with small sample sizes found the opposite, suggesting that students may overestimate their skill development (Gross & Latham, 2007Polkinghorne & Wilton, 2010). However, in a larger study of over 1500 students from five universities, third-and fourth-year students rated their own self-efficacy in information literacy competencies lower than their perceived importance of those competencies (Pinto et al., 2016). ...
This study used a mixed-methods longitudinal design to investigate change in students’ understanding, attitudes, anxiety, perceptions of relevance, and disinterest in a required social science undergraduate research methods course across a semester. Participants were 78 undergraduates (94% women, 6% men; 92% white non-Hispanic/Latinx, M age = 25.62, SD = 7.17) at a university in the United States. Results suggest that participant attitudes toward and perceptions of research methods shifted over the course of the semester. Overall, anxiety decreased, while positive attitudes increased. However, initial perceptions and changes in perceptions varied among the three course sections. Over time, students largely recognized the course’s relevance and conveyed positive attitudes toward research and their success in overcoming the challenge of completing the course. Implications for pedagogy include the need for continued assessment of learners, development of students’ self-concept as researchers, teaching of research as a process, and connection to application.
... This fits with the Gross and Latham (2007) argument, however, that more skilled individuals may adjust their estimates by considering how their performance might compare with that of other experts. Likewise, :imposter syndrome," where people fear they lack the knowledge or skills they have been ascribed, has been noted among high achieving students in other research as well (see, e.g. ...
How information literate are students in higher education, and how accurate is their metacognition related to that ability? Are students’ perceived needs to learn more and their level of interest in becoming information literate related to their pursuit of information literacy (IL) skill development? First-year undergraduates, master’s, and PhD students ( N = 760) took an objective IL test and estimated their scores both before and after the test. IL ability, as well as students’ estimation of their IL ability, increased with higher education experience and IL test experience, though also varied notably within groups. Low-performers tended to overestimate their abilities, while high-performers tended to underestimate them—both evidence of the Dunning-Kruger effect. Furthermore, gender comparisons revealed that men tended to estimate higher, and more accurate, scores than women. Finally, PhD students reported greater interest in becoming information literate than undergraduates. Although undergraduates felt a greater need to learn more, PhD students were more inclined to pursue IL growth. For both groups, interest in becoming information literate correlated far more with their likelihood to invest effort into developing IL competencies than their perceived need to know more. What implications might these findings have for how we conceptualize the teaching of IL?
... A Few studies were retrieved indicating gaps in reported and calculated information literacy skills of students. Gross & Latham, (2011;2007) reported students having inadequate information skills levels while predicting their information skill levels to the highest degree. ...
This article represents the level of information literacy of students in the Department of Library and Information Science, University of Jammu using latest attributes and abilities mentioned in SCONUL's core model of information literacy. This paper attempts to analyze the effect of demography and the various attributes on their information literacy level. This study used a survey method, with 48 students enrolled in both the courses of the department. Information literacy calculated, have a significant difference with Pillar 3: Constructing strategies for locating information and data, Pillar 4: Reviewing the research process and compare and evaluate information and data with and Pillar 6: Organizing information professionally and ethically. Examination of detailed items in seven pillars showed that out of 94 attributes only a few show significant associations with their self-reported level of the abilities in respective pillars and overall calculated information literacy level. Overall estimation of students' level of proficiency in skills and attributes was reported as an average. The students have a high level of competence in identifying and understanding the need of production of learning habits (M= 4, S.D.=.99), average in: getting the required information on time, understanding the various types of information, identifying various formats of information, accessing resources in libraries, understanding the issues in the evaluation of information, and understanding the need of reference style, the copyright, plagiarism, and intellectual property issues, etc and low in using various reference styles (M= 2.42, S.D. =. 99).
... Previous research shows that students' information literacy skills and perceived competencies do not necessarily match [14]. While some of the graduate students in this study struggled with searching at times, overall, most were confident in searching for information. ...
Objective:
Research was conducted on the embedded librarian program at The University of Arizona College of Pharmacy and the Health Sciences Library to understand how this service is relevant to users and identify the potential for further improvement. This study examined users' information-seeking behaviors and considered the implications for the effectiveness of the embedded librarian service.
Methods:
The authors conducted 18 semi-structured interviews of faculty, researchers, and students at the College of Pharmacy to obtain descriptive accounts of how they seek information, manage information, and use the library and library services. The authors examined the interview transcripts through qualitative descriptive analysis.
Results:
The interview responses confirm that users seek information outside of the physical library and tend to ask their peers for information or assistance in obtaining information. They mostly feel comfortable in searching, but some of them may lack sufficient search skills and tend to use a few known databases. While those who are familiar with the librarian seek the librarian's assistance more often, others tend not to seek the librarian's assistance. The ways they manage information vary, which requires customized assistance.
Conclusions:
The close proximity of a physically embedded librarian is beneficial to users and positions the librarian to provide proactive assistance in the existing user information-seeking behavior environment. While some users do not seek assistance, the embedded librarian can provide proactive assistance in such areas as making users aware of other database options and helping them choose relevant databases and effectively manage information.
... Although several IL studies compare students' self-assessments with their competencies (Gross & Latham, 2007Smith et al., 2013), there is little IL research attempting to establish a direct connection between their objectively measured IL-knowledge (knowing) and applied skills (doing) in an authentic educational context. Two exceptions are work by Schilling and Applegate (2007) and Beile O'Neil (2005), which both focus on information seeking. ...
This study touches upon three major themes in the field of information literacy (IL): the assessment of IL, the association between IL knowledge and skills, and the dimensionality of the IL construct. Three quantitative measures were developed and tested with several samples of university students to assess knowledge and skills for core facets of IL. These measures are freely available, applicable across disciplines, and easy to administer. Results indicate they are likely to be reliable and support valid interpretations. By measuring both knowledge and practice, the tools indicated low to moderate correlations between what students know about IL, and what they actually do when evaluating and using sources in authentic, graded assignments. The study is unique in using actual coursework to compare knowing and doing regarding students’ evaluation and use of sources. It provides one of the most thorough documentations of the development and testing of IL assessment measures to date. Results also urge us to ask whether the source-focused components of IL – information seeking, source evaluation and source use – can be considered unidimensional constructs or sets of disparate and more loosely related components, and findings support their heterogeneity.
... Gross and Latham, however, studied the relationship between students' estimates of their skill level and their actual skill level and found that "students who demonstrate low-level skills hold inflated views of their abilities" regarding information literacy. 13 Gross and Latham did not find a significant relationship between students' scores on an information literacy test and their scores on the library anxiety scale. 14 The only correlation they did find was within the library anxiety subscale of "knowledge of the library"; students with higher information literacy scores felt more confident in their knowledge about the library. ...
... The main concerns among students that lead to anxiety are about their academic achievements, success, and post-graduation plans (18). Studies have shown that medical students experience anxiety in different ways in various stages of education (19). Medical education is more stressful than other disciplines, and that anxiety is one of the most common challenges among medical students (16). ...
Introduction: Assessment and evaluation are major parts of the medical curriculum which motivate students to study, being a competent physician, and achieving the medical education eligible goals. Medical students, especially at undergraduate levels, experience a significant amount of anxiety due to frequent exams. Meanwhile, the coronavirus disease 2019 disaster forced higher educational institutes all over the world to adopt distance learning. So remote online exams were used as a kind of assessment that can lead to new paradigms.
Methods: This cross-sectional study was planned to assess the remote online exams anxiety during COVID-19 Pandemic by analyzing test anxiety categories among basic science and pre-clinical medical students and its correlation between genders in the School of Medicine, Mashhad University of Medical Sciences, Iran, in 2020. Data collection tools were Demographic Questionnaire and Sarasons’s Test Anxiety Scale. Descriptive statistics (mean, percentages) and analytical statistics (t-test and one-way ANOVA) were used to analyze the data with SPSS version 11.5.
Results: 290 medical students in basic science and pre-clinical courses were enrolled. 194 (66.4%) of participants were female and 177 (60.6%) were in basic sciences course. The prevalence of mild, moderate, and severe anxiety was 27.9%, 36.9%, and 35.2% respectively. The difference in the mean and SD of anxiety score in basic sciences students and pre-clinical students was not statistically significant (Pvalue=0.26), yet the results indicated that the level of anxiety in females (19.07+7.11) is significantly higher than males (14.44+7.15) (Pvalue<0.001).
Conclusion: According to the current study, there is a critical need to take steps to recommend stress management techniques and bring reforms in E-learning and E-assessment systems to lower the anxiety in medical students while providing a stable and reliable electronic exam environment can be helpful.
... An educator's digital self-efficacy has been found to affect enacted pedagogy (Kuiper, Volman, & Terwel, 2008;Teo, 2014), so belief in the GDD construct could lead to limited explicit instruction, as was found here. In addition, the Dunning-Kruger effect, found to apply to digital technologies (Gross & Latham, 2007) suggests students with high self-efficacy despite low skills are unlikely to entertain instruction anyway (Kruger & Dunning, 1999). Given that the amount of adult guidance (Madden, Ford, & Miller, 2006) and explicit instruction received has been found to relate to student search success (Bilal & Gwizdka, 2018;Huertas-Bustos et al., 2018;Walton et al., 2018), it is possible the students' ineffective searching in these sites was in part the result of a lack of search instruction, one based in a belief in the GDD. ...
Home educated students are Australia's fastest growing educational demographic. This growth may be due to the ubiquitous availability of resources made possible by the internet. This chapter considers several enablers and barriers to internet use in home education, using search engines as a case study. Search engine use is associated with several benefits and is the most prolific online activity conducted in home education. The chapter reports on a study into whether or not the search engine use of home educated students' (so-called digital natives) is stronger than that of their parent-educators (so-called digital immigrants). The study involved a survey of 60 parent-educators and observations, tests and interviews with five families. Irrespective of age, all searchers were found to use search engines in superficial ways. Findings can assist the growing number of Australians educating at home to maximise enablers while minimising any barriers to effective search engine use. Future research directions and the practicalities of existing literature for home-educators and students are also discussed.
... IHDSs express and conceptualize their viewpoints and listen to others in the group in order to solve problems, complete assessment tasks or to generate new ideas. Gross and Latham (2007) suggest that students may benefit from working collaboratively on assignments to improve their information literacy skills as explained by Vygotsky's notion of zone of proximal development. For example, librarians supported the group participation of international students through peer mentoring as a form of scaffolding by more competent peers. ...
This article is based on a study that explores international students’ understanding of academic literacies in New Zealand library environments. The article aims to provide insights into international higher degree students’ (IHDSs’) understandings of their academic literacy practices in library environments. To address this issue, the study utilizes an interpretative framework drawing from Vygotsky’s sociocultural theory. Despite a significant body of literature on international students, little is known about the interaction of this cohort with the academic library, and limited information is available on IHDSs’ academic literacies in New Zealand library environments. Our article responds to this critical gap in the existing literature on international students. The findings of the study underscore the importance for librarians, learning advisors and academics to consider international students’ characteristics, language proficiency, learning styles and interests in designing teaching techniques and effective support for this cohort.
... Even though students of today have increasing facility with computers and electronic media, yet still they need to develop the skills to locate authoritative information (Emmons & Martin, 2002;Lombardo & Miree, 2003;Maughan, 2001) and to effectively analyze the quality, quantity, and source of the information they retrieve (Majka, 2001). Students need to achieve a level of information literacy that will allow them to find, assess, and use information in order to succeed in school, the workplace, and their personal lives (Gross & Latham, 2007). ...
The use of computers by students to access information literacy is very important and integral because it forms the basis for lifelong learning. The study seeks to investigate how students recognize their information needs, the strategies used by them to locate and access information needed, how they evaluate search results and the challenges to the effective use of information by the students at the Okuapeman Senior High school. The study employed survey methodology and adopted the proportionate sampling procedure through the use of a structured questionnaire to sample 84 students out of the population of 670. The findings revealed that students need information for academic work, problem-solving, personal development, career development, an update on current issues, decision making, entertainment, employment and pleasure. They mostly consult knowledgeable person and teachers to complete their information task. The students select the most appropriate search tools, use the appropriate keyword(s), identify appropriate search techniques, and define appropriate search strategy through the use of both Internet and the Library to locate and access information. The students read critically to identify the key points thereby evaluating their search results. The challenges they encounter include poor attitudes of library staff and lack of time. Based on the findings the following recommendations were made: employing trained school librarian, installing internet connectivity, allocating more time and improving searching skills so that students can effectively use computers to access information literacy.
... Houlson, 2007;Samson and Millett, 2003). Other model such as The Information Literacy Test (ILT) with lengthy (60) questions in the test have been used by Cameron et al. (2007) and Gross and Latham (2007). Considering the objectives and the context that this research is taking place, we opt for B-TILED as it deemed appropriate model for our research. ...
Purpose
Information literacy is defined as discrete abilities that a person requires to have in order to find, assess, use and share information. As information literacy skills play a prominent role in the students' academic achievement, students and in particular international students coming to continue their postgraduate studies in other countries may face problems in finding and using library services. The purpose of this paper is to explore and investigate the information literacy skills, challenges and needs of international and domestic students at the Finnish universities.
Design/methodology/approach
This paper uses a mixed-methods design. Quantitative data were collected through an online survey (82 respondents) and qualitative data were collected through semi-structured interviews with 10 international and 10 domestic students.
Findings
Academic library services are used but in different ways. The findings indicate that international students have a relatively low level of information literacy skills compared to domestic students and faces various challenges, especially in the beginning of their studies.
Research limitations/implications
The study was exploratory, and data were collected from limited number of Finnish universities and may not be representative of the underlying population.
Practical implications
Academic libraries should provide effective courses on research methods and library services to the international students while keeping in mind the international students language and cultural barriers.
Originality/value
This is one of the first attempts in information literacy research that focusses on international and domestic students' information literacy skills at the higher education environment. As such, the results provided in this paper can help librarians and decision-makers at the higher education environments to plan better and become more efficient in delivering information services meeting students' information needs and expectations.
... Jiao Gross & Latham, 2007 -Levels of information anxiety increase as the perceived self-efficacy for scholastic competence, intellectual ability, creativity, and social acceptance decrease. ...
This study provides an overview of the historical background of information anxiety, critically reviews the existing framework, and proposes a new framework for information anxiety that goes beyond information retrieval and information seeking in the contemporary information environment to inform policy and practice. The proposed framework comprises of six dimensions, namely: task conceptualization; need recognition; finding information; evaluating information; accessing information; and using information. This study also outlines certain correlatives of information anxiety based on the existing research. It also outlines theoretical and practical implications of information anxiety on information retrieval and information literacy (IL) instructions. It concludes with directions for future research on information anxiety considering the contemporary information landscape. This study would be a worthy contribution in the existing research on information anxiety as no such study appeared so far.
... Students asked about their experiences in the library responded with anxiety and fear: overwhelm about the size and complexity of the library system, feeling lost in the physical library and in the materials found there, and anxiety about not understanding library research, resulting in a fear of asking questions (Mellon 1986). Subsequent research on library anxiety found that it often resulted from differences in cultural background (Jiao, Onwuegbezie, and Lichtenstein 1996), experience with technology (Jiao and Onwuegbezie 2017), and self-estimation of research skill level (Gross and Latham 2007). As online resources have come to dominate library holdings, research has grown on information behavior and affect across technologies and populations (Nahl and Bilal 2007; Bawden and Robinson 2009;Lopatovska and Arapakis 2011;Miller and Wallis 2011;Fourie and Julien 2014). ...
... Many students believe that they are expert searchers and that they can locate anything they need on the internet simply by searching Google. Studies have shown, however, that the students with the lowest information literacy skill level tend not only to be unaware of their incompetence but also overestimate their ability (Gross, and Latham, 2007). Tenopir (2003) reports that "students bring Web searching habits to their use of electronic scholarly materials and seem to have difficulty adapting to different types of information resources, interfaces, or search systems." ...
The advent of information and communication technologies (ICTs) has shifted the attention of Nigerian students from the use of traditional library to the use of computer, mobile phone and the Internet as gateways to and sources of information and knowledge. Previous studies on electronic information resources usage among postgraduate students have focused on its accessibility with no restriction to user due to geographical location or finances, access to more current information, and provision of extensive links to additional resources of related contents. This study, examined factors affecting use of electronic information resources among postgraduate students in the University of Ibadan, Nigeria. The study was guided by a conceptual framework, and adopted the descriptive survey research design of the ex-post facto type. The target population for this study comprised all postgraduate students of the University of Ibadan, Ibadan, Nigeria. The instrument used is a set of four self-structured scales: Frequency of use of electronic information resources (r=.897), access to the Internet (r=.832), information literacy (r=.893), Rosenberg Self- Concept Scale (r=.740), and Peer Influence (r=.804). Data was subjected to descriptive statistics, standard deviation, T-test, mean, Pearson product moment correlation and multiple regression analysis. The study found that the use of search engines such as Google, lycos, mamma among others to access information and also access the Internet through self-funded connectivity on their phone were ranked high. The joint prediction of independent and dependent variable (F(4,224)=17.996, R2=0. 228), accounting for 22.8% variance. Information literacy (β = -.116), access to the Internet (β =.346), self-concept (β =-.255), peer influence (β =.058) had relative positive contributions to use of electronic information resources. Other factors such as age, faculty, among others affect the use of electronic information resources among postgraduate students in University of Ibadan, Ibadan. The study concludes that information literacy, access to the Internet, self-concept, peer influence, gender, age and faculty affects use of electronic information resources. The study recommends that there is the need for University management to promote the use of electronic information resources among postgraduate students by making Internet services accessible and affordable for the postgraduate students and also make information literacy as a skill that postgraduate students must possess in order to promote the use of electronic information resources.
... In his study on over 6,000 college students, Mellon (1986) found that 80 percent experienced library anxiety. Gross and Latham (2007), Jiao et al. (2006), and Kuhlthau (1988) arrived at similar findings. To further explore this phenomenon, Bostick (1993) introduced the library anxiety scale, which Van Kampen (2004) later expanded into the multidimensional library anxiety scale. ...
Purpose
Immigration dominates much of the current US sociopolitical discourse. The research on US-based immigrant information behavior, however, remains scant. To understand the role of information in immigration, this study explores information overload among Black immigrants in the US.
Design/methodology/approach
The researcher developed a literature-derived information overload scale to investigate participants' information access along with experiences and response to information overload.
Findings
Results suggest that participants experience information overload due to behavioral (e.g. the demands of needing, seeking, or using information), quantitative (i.e. volume or length), and qualitative (e.g. authority, diversity, or urgency) indicators. Most participants mitigate information overload by turning to intermediaries and filtering resources.
Research limitations/implications
The information overload scale can advance knowledge of the role of information in immigrant acculturative stress.
Social implications
LIS researchers and practitioners can utilize findings to foster social inclusion and well-being among immigrants.
Originality/value
Scholarship on immigrant information behavior must reflect the centrality of information in migration and how it shapes integration and acculturation.
... 11) There is also the tendency for adherents to skills-based definitions to conclude that students lack IL skills because "they lack the drive to attain them or, in some cases, they overestimate their abilities" (Addison & Meyers, 2013, para. 11; see also Gross, 2005;Gross & Latham, 2007Gross, Latham, & Armstrong, 2012;Latham & Gross, 2008. ...
This article traces the historical progression of Information Literacy (IL) definitions from 2000 to 2015 in the published literature on first-year seminar and freshman general education IL instruction in the U.S. This period roughly corresponds to the influence of the ACRL's Information Literacy Competency Standards for Higher Education (Standards) on the work of LIS professionals and scholars in IL and information literacy instruction (ILI), prior to the adoption in January 2016 of the Framework for Information Literacy for Higher Education (Framework). Following a brief look at the background of IL in Library and Information Science (LIS), the chronological development of IL definitions is examined using the three major categories of IL definitions based on Addison and Meyers' (2013) framework of IL definitions, and concludes with a discussion of limitations of Addison and Meyers' (2013) framework of IL definitions. The information presented here offers one perspective of viewing the development and history of IL in U.S. higher education.
W artykule zaprezentowano współczesne kierunki badań dotyczących lęku przed biblioteką i odpowiadające im egzemplifikacje. Wskazano na polskie dokonania w tej dziedzinie. Podsumowano stan badań w tym zakresie, zwrócono uwagę na propozycje odnoszące się do przyszłych inicjatyw naukowych. Przedstawiono sposoby niwelowania odczucia niepokoju w bibliotece.
Few researchers have investigated the library needs of first-generation students in their first year of college or of the structurally disadvantaged groups who disproportionately comprise the first-generation student population. Without understanding how students' intersectional identities manifest in different library use, librarians cannot determine whether library services are helping, neglecting, or harming students. This article critiques the current state of the literature on first-year first-generation students, identifies critical areas for further study, and explains the utility of academic capital and library anxiety as theoretical frameworks to inform future research on first-generation students and first-year students, respectively.
The purpose of this study was to determine if secondary students overestimate their information literacy (IL) abilities and if differences exist between their information literacy self-efficacy and performance levels. A sample of 397 secondary students completed the Information Literacy Self-efficacy Scale (ILSES) and the Tool for Real-time Assessment of Information Literacy Skills (TRAILS) to measure their information literacy self-efficacy and performance. Descriptive means were calculated, compared using a t-test, and reported for student information literacy self-efficacy levels according to the ILSES and student information literacy performance levels according to the TRAILS measure. Quantitative analyses showed that all groups overestimated their information literacy abilities. Additional findings were that as self-efficacy increased, so too did performance. However, the discrepancy between self-efficacy and performance increased as self-efficacy increased as well.
The present study was conducted with an aim to determine the relationship between students’ information literacy skills and availability information resources in universities library of Azad Jammu & Kashmir. A survey research design was used to collect data from the participants. The population of this study were post-graduate students enrolled in public sector universities of AJ&K. A convenience sampling technique was used to collect the data. A statistical package for social sciences (SPSS-20) was used for the analysis of data. The descriptive statistics was used to determine percentage, frequency, mean and standard deviation, and inferential statistic was used to determine relationship among variables. The results of the study revealed that a good number of information resources were available in university libraries but they were not properly utilized due to lack of information literacy skills (M=3.56). Lack of information literacy training and workshops were the main barriers faced by respondents while acquiring information literacy skills (M=3.56). Moreover, it was found that a statistical significant relationship (P= .000) exists between age of the respondents and their information literacy skills. Which shows that age of the respondents and information literacy skills were correlated with each other. The results of study also revealed that information literacy skills of respondents were correlated with age, gender, and availability of digital information resources. Further, the statistical value (P=. 218) indicated that level of degree and information literacy skills of respondents were not correlated.
The paper provides an overview of the research conducted on various aspects of Information Literacy. Many studies have been conducted in India and abroad on different facets of Information Literacy and pinpointed that information literacy is an essential skill in the era of information explosion. This paper provides an outline of the research done on Information literacy all over the world. By analysing 104 studies on information literacy, the present study indicates that Information Literacy is an essential skill in the current society. The importance of libraries in imparting information literacy is also mentioned in many studies. The literacy training has to be started at the school level, and it should be included in the curricula. The review shows that the only solution to reduce the digital divide gap among the information-rich and information-poor
This study applied the intergroup emotion theory framework to explore the internal driving framework of hotel employees' information anxiety and the internal correlation mechanism of intergroup emotions and coping actions under normal epidemic prevention conditions. In this study, a mixed research method was used. Based on 105 videos and 15 in-depth interview records, the internal driving framework of hotel employees' information anxiety identified in the qualitative research context and the internal correlation mechanism of hotel employees' information anxiety, analysed within the framework of intergroup sentiment analysis, was examined based on 213 valid questionnaires. The results verified the internal relationship between information anxiety of hotel employees and behaviour tendency and intergroup relationship, and also confirmed information anxiety of employees as a mediating variable on intergroup relationship and cognitive evaluation.
In the age of information communication technology, information has become one of the daily needs. Most simply, the information requires at every walk of human life. For both sender and receiver, the piece of information is to be structured and consistent for its right impact. In informal communication, unprocessed and unstructured information gets delivered, which required to be analyzed and processed with a set of skills to obtain the unique meaning. This paper studies the information-seeking behaviour, processing of the information, and information literacy of PES's Rajaram and Tarabai Bandekar College of Pharmacy at Ponda Goa. This paper aims to study the students' literacy level on the various academic aspects, including technical writings, modern writing tools, techniques, ethical use of information, and standard protocols and referencing, which are necessary in effective scholarly communications.
In a digital environment, students have difficulty determining whether an information resource comes from a book, magazine, journal, blog, or other container, and lose the contextual information that these containers provide. This study of students from primary through graduate school looks at their ability to identify the containers of information resources, and how this ability is affected by their demographic traits, the resource features they attended to, and their behaviors during a task-based simulation. The results indicate that correct container identification requires deep engagement with a resource. Those who attended to cues such as genre and source were better able to identify container, while those who paid attention to heuristics such as its visual appearance and URL were not. Demographic characteristics, including educational cohort and first-generation student status, also had an effect.
Background
Engineering and technology students need to acquire, evaluate, apply, and document information to solve complex ill‐defined problems. However, there are few assessment tools to evaluate how these students approach information.
Purpose
The authors integrated information literacy standards with self‐directed learning theory to create the self‐directed information literacy (SIL) scale as an assessment of students' self‐directedness using high‐quality information skills in engineering projects. The purpose of this research is to examine the measurement properties of SIL to inform the use and interpretation of SIL's scores among diverse learners.
Method
The authors administered SIL to first‐year engineering and technology students (n = 1,603). To test three hypotheses about SIL scores related to validity, reliability, and fairness, we conducted a series of psychometric analyses, including confirmatory factor analysis (CFA) and measurement invariance between groups.
Results
The results of the CFA were acceptable for the proposed higher‐order factor structure of SIL and a separate Beginner Behavior factor. Measurement models for male and female scores were found invariant; however, there were measurement differences between groups of students based on their experience with instruction in the English language.
Conclusions
SIL can be scored to assess engineering and technology students' specific SIL subfactors (Recognize, Seek, Evaluate, Apply, Document, and Reflect) or scored as an overall broader measure of self‐directedness with information. A separate factor, Beginner Behavior, can be used to moderate ceiling effects. SIL scores can be used for gender comparisons but should be carefully evaluated when the sample includes students who are new to curriculum and instruction in the English language.
As new forms of information are increasingly “active” (i.e., media can change form and is not limited by location, user, or purpose) traditional information practices are shifting to meet the nature of media and the search expectations patrons bring to the library. Although not found in library literature, active discovery information systems encompass how we organize and make discoverable the evolving and emerging materials we handle. This paper addresses a gap in the literature for real-world applications of libraries implementing non-traditional organization and discovery systems. Specifically, the Sitterwerk Library in St. Gallen, Switzerland, is profiled as an example of a library that utilizes patron engagement and technology to change how information is organized and accessed. The systems reflect how we internally process and organize information in order to learn. Provided is a discussion on the implications of active discovery information systems, as well as possible active discovery information systems.
Librarians have experimented with a variety of instructional models, from one-shots to tutorials to semester-long information literacy courses, to increase the impact of information literacy instruction. This study assessed the information literacy gains of students who participated in the pilot of a new instructional model, in which librarians developed and taught a first-year composition course aimed at first-generation, provisionally-admitted college students. This project demonstrated that this model improved students' performance on a standardized information literacy assessment in comparison with students who received instruction in the form of a one-shot instruction session. The study also explored the information literacy knowledge and skills of students targeted by this approach, including first-year students, first-generation students, and provisionally-admitted students.
This chapter illustrates ways that academic libraries can engage with students to build and support campus communities. At the University of Tennessee Libraries, librarians seek opportunities for cultural enhancement of the campus community through creative outlets and activities that meet students in the spaces they frequent, both inside and outside the library. Librarians interact with students informally through contests and games, residence life programming, open houses, and street fairs that showcase the library as the campus main street.
This research carried out a systematic review of the evidence of reliability and validity of scales available in studies reporting surveys of individuals to assess anxiety associated with information related tasks such as library anxiety, information seeking anxiety, and information anxiety. A systematic search using keywords ‘library anxiety’, ‘information anxiety’, 'information seeking anxiety', and 'information seeking' AND 'anxiety' was carried in Web of Science, Scopus, LISA, and LISTA to identify the relevant literature. This review included those studies reporting the use of any scale assessing information related anxiety, and published in the English language, and included all type of documents (e.g. journal articles, conference papers, book chapters, thesis/dissertations, reports). The two-phase screening process, title/abstract screening, and full-text screening resulted in 85 eligible studies reviewed in this paper. The data extracted from each eligible study included author names, year of publication, scale title, type of constructed assessed, sample characteristics, number of items in the scale, types of reliability and validity reported. The results revealed that most of the empirical studies did not report the reliability and validity of scales used for data collection. Eight instruments assessing information related anxieties were identified. These scales were heterogeneous in the number of statements and subscales and homogenous in the type of scale options. An internal consistency coefficient such as Cronbach's alpha was the widely used reliability measure. Face validity, content validity, and construct validity either through exploratory factor analysis or confirmatory factor analysis were the most used validity measures. These results quite had serious implications on the inferences drawn by the practitioners and researchers based on the results of existing studies. The use of good-quality measures for assessing information related anxieties needs to be promoted not only by academicians but also by journal referees and editors. This review would be a worthy contribution in the existing research on information related anxieties as no such study appeared so far in this area.
The focus of the paper is on the study of differences between information literacy (IL) capabilities and IL self-assessment among Slovenian lower secondary school students. A total of 229 students coming from eight urban and suburban schools answered the tests. The shortened Information Literacy Test (ILT-B) used in this study contained selection of 14 multiple-choice questions relevant to lower secondary students. Each question follows a question on its difficulty level on 1 to 5 scale. The results show that the students perceive themselves as above average, whether the ILT showed only average IL skills. The results confirm the Dunning-Krueger effect, whereby unskilled individuals overestimate their abilities, while skilled individuals underestimate their achievements. Another counterintuitive result was that students who were online longer had lower IL knowledge but a higher opinion of it. Based on the results of the study we can conclude students should be explicitly taught IL skills and corresponding behavior.
https://www.tandfonline.com/eprint/SQFUGR7WEWXF4CDH4T3P/full?target=10.1080/00220671.2020.1825209
The acquisition of information literacy skills empowers students to understand the content, extend their research and assume greater control over their learning. The purpose of the study is to assess information literacy skills of levels 300 and 400 students of the University of Ghana Business School, Legon and Ghana Institute of Management and Public Administration Business School, Achimota. From a population of 2,579 respondents (students), a sample size of 202 that is, 86 UGBS and 116 GIMPABS were selected for the study. The questionnaire was used to gathered and analysed data. The findings of this study show that students agreed that information literacy is very important and helpful in academic work and research. It was also found that students were not information literate. In the light of the findings, several recommendations are made including the following, the incorporation of a credit-bearing information literacy program in the course curriculum; and a collaboration between librarians and faculty to facilitate the implementation of information literacy programs.
Over 1,200 community colleges nationwide enroll over ten million students annually, with more than one in four students taking online courses. Given postsecondary education’s increased focus on resources beyond the classroom, a logical line of exploration is the link between academic library usage and library aptitudes and attitudes. This study examined library behaviors/perceptions of a community college’s distance learners. Results were analyzed using well Pearson’s r, independent sample t-tests, and ANOVA using composite factors of inexperience, apathy, and anxiety. Correlations suggest as students become more experienced with the library and its resources, anxiety and apathy toward using the library decreases.
Information literacy (IL) education in secondary schools should adequately prepare students for research activities in higher education and guide them toward becoming informed and responsible citizens. The existing international IL frameworks and tests are only partially aligned with the IL curricula in Slovenia. Therefore, a new IL framework for secondary education, consisting of seven IL standards and twenty performance indicators, was proposed together with two new assessment instruments (e.g. a multiple choice test and a self-evaluation questionnaire). Two groups of students were tested, namely first-year secondary students and first-year university students. The latter, before taking any university IL courses, were found to be more successful in all subject areas of the test, which could inter alia indicate a positive influence of secondary education on IL. Both student groups were the weakest in information search, followed by information evaluation and knowledge of legal/ethical issues. Secondary school students were less aware of their deficient search skills. The item analysis emphasized the need to put more educational efforts and practical examples into the teaching of IL topics where both groups were found deficient.
This study was designed to investigate the adequacy of EFL learners' abilities in three major dimensions of digital literacy skills and whether self-assessments of competence were consistent with their actual performance. It also identified factors that affected learners' use of the selected digital literacy skills. To this end, 60 Saudi EFL learners (41 male and 19 female) responded to a five-part, cross-sectional questionnaire of 36 items categorized according to the three dimensions of digital literacy skills. They also engaged in 11 predetermined real-time Internet search tasks. The participants' on-screen online search activities were recorded and subjected to a search log analysis. Short, semi-structured post-search interviews were conducted to capture the participants' reflections on the search process. The data was analyzed with descriptive statistics and paired t-tests. The participants' success in searches was measured by the total number of tasks completed accurately. The results indicated that the participants were ill-equipped to efficiently handle the three key L2 digital literacy skills. Participants' low self-perceived ability to use them adequately was consistent with their actual poor online search performance. Further, the participants scored low in search accuracy, with the exception of search results interpretation skills and, to some extent, skills to evaluate a website's usefulness, and exhibited a wide range of areas for improvement and challenges in Web information search. The implications of the study and potential areas of future research are discussed.
The Information Literacy Test (ILT) was developed to meet the need for a standardized instrument that measures student proficiency regarding the ACRL Information Literacy Competency Standards for Higher Edu- cation. The Web-based, multiple-choice ILT measures both lower- and higher-order skills. Evidence is presented that the ILT scores provide reliable and valid measures of information literacy. In addition, a rigorous standard setting method was used to identify score values correspond- ing to various absolute levels of proficiency. The ILT can be used to help institutions measure student information literacy outcomes and determine the effectiveness of instruction programs.
People tend to hold overly favorable views of their abilities in many social and intellectual domains. The authors suggest that this overestimation occurs, in part, because people who are unskilled in these domains suffer a dual burden: Not only do these people reach erroneous conclusions and make unfortunate choices, but their incompetence robs them of the metacognitive ability to realize it. Across 4 studies, the authors found that participants scoring in the bottom quartile on tests of humor, grammar, and logic grossly overestimated their test performance and ability. Although their test scores put them in the 12th percentile, they estimated themselves to be in the 62nd. Several analyses linked this miscalibration to deficits in metacognitive skill, or the capacity to distinguish accuracy from error. Paradoxically, improving the skills of participants, and thus increasing their metacognitive competence, helped them recognize the limitations of their abilities.
Core physician activities of lifelong learning, continuing medical education credit, relicensure, specialty recertification, and clinical competence are linked to the abilities of physicians to assess their own learning needs and choose educational activities that meet these needs.
To determine how accurately physicians self-assess compared with external observations of their competence.
The electronic databases MEDLINE (1966-July 2006), EMBASE (1980-July 2006), CINAHL (1982-July 2006), PsycINFO (1967-July 2006), the Research and Development Resource Base in CME (1978-July 2006), and proprietary search engines were searched using terms related to self-directed learning, self-assessment, and self-reflection.
Studies were included if they compared physicians' self-rated assessments with external observations, used quantifiable and replicable measures, included a study population of at least 50% practicing physicians, residents, or similar health professionals, and were conducted in the United Kingdom, Canada, United States, Australia, or New Zealand. Studies were excluded if they were comparisons of self-reports, studies of medical students, assessed physician beliefs about patient status, described the development of self-assessment measures, or were self-assessment programs of specialty societies. Studies conducted in the context of an educational or quality improvement intervention were included only if comparative data were obtained before the intervention.
Study population, content area and self-assessment domain of the study, methods used to measure the self-assessment of study participants and those used to measure their competence or performance, existence and use of statistical tests, study outcomes, and explanatory comparative data were extracted.
The search yielded 725 articles, of which 17 met all inclusion criteria. The studies included a wide range of domains, comparisons, measures, and methodological rigor. Of the 20 comparisons between self- and external assessment, 13 demonstrated little, no, or an inverse relationship and 7 demonstrated positive associations. A number of studies found the worst accuracy in self-assessment among physicians who were the least skilled and those who were the most confident. These results are consistent with those found in other professions.
While suboptimal in quality, the preponderance of evidence suggests that physicians have a limited ability to accurately self-assess. The processes currently used to undertake professional development and evaluate competence may need to focus more on external assessment.
Mandated by Colorado's legislators to assess learning outcomes, James A. Michener Library-at the University of Northern Colorado-developed a survey instrument with a test component against which students' self-assessed skills could be compared by academic status, freshmen through graduate students. Although the library has no formalized course or program for library skill development, the investigators examined the four components of library literacy outlined in the Colorado Academic Library Master Plan through ten test questions incorporated into the survey. Findings indicated no dramatic trend of higher proficiency when comparing results of freshmen and seniors in the test portion of the survey, although self-assessed skills showed such a trend.
People tend to hold overly favorable views of their abilities in many social and intellectual domains. The authors suggest that this overestimation occurs, in part, because people who are unskilled in these domains suffer a dual burden: Not only do these people reach erroneous conclusions and make unfortunate choices, but their incompetence robs them of the metacognitive ability to realize it. Across 4 studies, the authors found that participants scoring in the bottom quartile on tests of humor, grammar, and logic grossly overestimated their test performance and ability. Although their test scores put them in the 12th percentile, they estimated themselves to be in the 62nd. Several analyses linked this miscalibration to deficits in metacognitive skill, or the capacity to distinguish accuracy from error. Paradoxically, improving the skills of the participants, and thus increasing their metacognitive competence, helped them recognize the limitations of their abilities. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This qualitative study explored the feelings of students about using the library for research. Personal writing, collected in beginning composition courses over a two-year period, was analyzed for recurrent themes. It was found that 75 to 85 percent of the students in these courses described their initial response to library research in terms of fear. Three concepts emerged from these descriptions: (1) students generally feel that their own library-use skills are inadequate while the skills of other students are adequate, (2) the inadequacy is shameful and should be hidden, and (3) the inadequacy would be revealed by asking questions. A grounded theory of library anxiety was constructed from these data. doi:10.5860/crl.76.3.276.
If we are to develop library services that meet the expectations of our patrons in this changing technological environment, we must first understand how they currently interact with our information services and systems. This paper presents preliminary results from a qualitative study that elicits perspectives of undergraduates engaged in writing research papers. Because this study has been in progress since the early nineties, results also reflect ways in which technological advances such as the Internet may have altered strategies. Findings highlight some commonly used information gathering strategies, issues which impact motivation and use of time, and sources of help students consult most often in the process. Implications and recommendations for librarians conclude the paper.
Research suggests that library anxiety is a prevalent phenomenon among American college students. Indeed, five general antecedents of library anxiety have been identified, namely, barriers with staff, affective barriers, comfort with the library, knowledge of the library, and mechanical barriers. This study utilized a sample of 522 university students in order to examine factors that are related to these antecedents. Setwise multiple regression analyses and a series of analyses of variance revealed that the following seven variables were related to three or more of these antecedents: use of computerized indexes and on-line facilities, gender, year of study, native language, frequency of library visits, number of library skills courses undertaken, and reasons for using the library. Recommendations include the following: (1) librarians should acknowledge that anxiety exists and should provide students with positive library experiences; (2) librarians should be trained to act in a friendly, professional, and accessible manner at all times; and (3) librarians, instructors, and academic advisors should encourage students to attend library instruction courses that emphasize both affective skills development and search strategies.
When low-stakes assessments are administered, the degree to which examinees give their best effort is often unclear, complicating the validity and interpretation of the resulting test scores. This study introduces a new method, based on item response time, for measuring examinee test-taking effort on computer-based test items. This measure, termed response time effort (RTE), is based on the hypothesis that when administered an item, unmotivated examinees will answer too quickly (i.e., before they have time to read and fully consider the item). Psychometric characteristics of RTE scores were empirically investigated and supportive evidence for score reliability and validity was found. Potential applications of RTE scores and their implications are discussed.
This study investigates the relationship between three dimensions of perfectionism and five dimensions of library anxiety among graduate students. Students who maintain a perceived need to live up to the standards and expectations prescribed by other individuals tend to have higher levels of library anxiety.
This study compares computer-assisted instruction in the form of an online library tutorial to the more traditional classroom approach to bibliographic instruction. First-year students enrolled in English composition classes who completed either an online tutorial or classroom instruction were tested both prior to and following the instruction and were compared with first-year students who had not participated in instruction. The study found no statistically significant differences between the two methods of instruction in terms of post-instruction performance, although students did favor the pace of the tutorial. Students in both groups showed a fairly strong confidence in their ability to use the resources demonstrated in the instruction that did not correspond with their post-test scores. Further study in the area of confidence levels and library use is needed.
To determine what kinds of services are appropriate and necessary for first-year college students, it is useful to first understand how students acquire and use information during the beginning of their college lives. Questions based on the Information Literacy Competency Standards for Higher Education were used in interviews with students in order to better understand the kinds of information first-year students at Virginia Tech needed, and how they acquired it during their first semester at college. Students were questioned about their information use during fall semester 2000, using both e-mail questioning and face-to-face interviews. The data collected provided insights into how students acquire and use information, and resulted in suggestions that are being used in revising and improving library services for this population.
Competency theory suggests that people who function at a low level of skill lack the metacognitive ability to recognize their own incompetence and are unable to accurately assess the skill levels of others. Therefore, they tend to overestimate their own abilities and to proceed with confidence as they develop awkward strategies and make poor decisions. Worse still, because the incompetent do not know they are incompetent, they may be unlikely to seek training or skill-remediation services. This article reviews competency theory and outlines how this theoretical perspective may allow for a new approach to research and practice in the area of information literacy instruction.
Although national standards for information literacy have been developed and approved by the Association of College and Research Libraries, little is known about the extent to which undergraduates meet these or earlier sets of standards. Since 1994, the Teaching Library at the University of California-Berkeley has conducted an ongoing Survey of Information Literacy Competencies in selected academic departments to measure the "lower-order" information literacy skills of graduating seniors. The most fundamental conclusion that can be drawn from this survey is that students think they know more about accessing information and conducting library research than they are able to demonstrate when put to the test. The University of California-Berkeley library experience is consistent with earlier study findings that students continue to be confused by the elementary conventions for organizing and accessing information.
portal: Libraries and the Academy 5.1 (2005) 138-139
In the fall of 2000, the Higher Learning Commission visited our campus on a re-accreditation site visit. The following spring we received their report—we were reaccredited but they would be back for a "focused visit" in 2005 to look at our progress on assessment of student learning. That summer, I took on the task of "capacity building" in an effort to develop a positive and sustainable assessment of student learning culture at a large, public land-grant institution. I have since met with dozens of people to talk about student learning outcomes, assessment criteria and measures, and using assessment results to improve student learning. I found it almost impossible to get through this book! In virtually every chapter, I found myself taking time to highlight interesting or essential parts, make notes in the margins, or notes to myself about what I need to do with this or that section. My notes were comments like: "The Provost must see this ASAP"; "This is exactly the argument that I've been having with Professor __________ in biology for two years"; "Every department head needs this list and this chart tomorrow;" "I told them that's how it's supposed to happen!"
This book addresses real issues. It reflects on precisely the kinds of challenges that I and my colleagues from across the country experience every day in our work. I found that many of the articles provided a barometer of sorts for me. I found myself assessing our progress and reflecting on the "opportunities" still ahead. The experts in this volume have described the path that promises to lead eventually to an effective "culture of assessment" at our institutions. In several of the articles, the authors provide progress checklists, which one can use to mark off accomplishments and see very clearly the direction and purpose of the next step.
When I started in this work three years ago, I began to create an assessment of student learning handbook for department heads. I included three papers as critical background reading: "Assessment Measures and Methods: Advice from NCA," by Cecilia Lopez (North Central Association Commission on Institutions of Higher Education: Opportunities for Improvement: Advice from Consultant-Evaluators on Programs to Assess Student Learning, March 1996); "Assessment of Student Achievement: Levels of Implementation," from NCA's Handbook of Accreditation, 2nd edition (March 2000); and "Moving from Paperwork to Pedagogy: Channeling Intellectual Curiosity into a Commitment to Assessment," by Peggy Maki, former director of assessment for the American Association for Higher Education (AAHE Bulletin, May 2002, pp. 3-5). In addition, I highly recommended Mary Huba and Jann Freed's Learner-Centered Assessment on College Campuses (Boston, MA: Allyn and Bacon, 2000), itself ahandbook of sorts for faculty who are beginning to develop a "culture of evidence" within their degree programs. Now, in the fall of 2004, I am recommending to the provost that every College Assessment Committee have a copy of Outcomes Assessment in Higher Education.
This book offers four things: (1) a review of the mandate for the kind of accountability that is addressed by assessment of student learning processes (Chapter 4, "Institutional Assessment Planning"); (2) a series of very practical and concise "how-to" instructions that reflect what I have seen work (Chapter 5, "Developing an Assessment Plan to Learn about Student Learning"); (3) some models of specific approaches that share with us some of the barriers that were encountered and overcome along the way to effective change (Chapter 9, "Evolving an Assessment of Impact on Pedagogy, Learning, and Library Support of Teaching with Digital Images" and Chapter 10, "Outcomes Assessment in a College Library: An Instructional Case Study"); and (4) a summary of the progress that has been made in colleges and universities across the country so that we have a context in which to evaluate our progress (Chapter 3, "A Decade of Assessing Student Learning: What We Have Learned, and What is Next").
One of the strengths of this volume is...
Describes a survey instrument developed at the University of Northern Colorado library that compared students' self-assessed library skills with a test component. Findings are reported that indicated no dramatic trend of higher proficiency with increasing academic status, although self-assessed skills showed such a trend. (seven references) (LRW)
Presents and compares results from two surveys of basic library skills administered to first-year and upperclass students at Johns Hopkins University (Maryland). The relationship of test scores to library visits and to self-ratings for library skills are discussed, and copies of the surveys are included. (Contains 12 references.) (LRW)
This article uses information gathered from a short quiz and questionnaire administered to 521 incoming students in order to examine their attitudes toward, opinions about, and knowledge of libraries and research. The data analysis uncovered meaningful correlations between students' performance and high school class size, gender, grade point average, and previous experience with library research. No significant correlation was discovered between students' test scores and their levels of self-confidence, comfort in libraries, or self-assessment of library skills. The findings both reinforce and contradict stereotypical assumptions about incoming students and provide information that can be used when modeling programs of bibliographic instruction.
Librarians and learning researchers at Central Michigan University collaboratively developed an online tool that assesses how student research attitudes and perceptions correlate to their actual research skills in order to educate them about state-of-the-art library resources and prepare them to write high-quality research papers. This article describes the reasons for developing the assessment as well as the design process and technical characteristics.
Faculty were asked how important for their students the Association of College and Research Libraries' Information Literacy Competency Standards'outcomes are, and when students should display the relevant skills. Faculty believe most of the Standards' outcomes are important but show little agreement on when students should acquire them.
A study of how patrons think and behave as they seek information at a major research library reveals the need to provide the kinds of services and programs that meet the actual needs and preferences of patrons. Focusing on what librarians think is needed can result in poor service.
Library anxiety is a psychological barrier to academic success among college students. This study of 493 university students examined factors which predict library anxiety. A setwise multiple regression analysis revealed that eight variables (age, sex, year of study, native language, grade point average, employment status, frequency of library visits, and reason for using the library) contributed significantly to the prediction of library anxiety. Analysis of variance, which included trend analysis, revealed that freshmen reported the highest level of library anxiety, and that this level declined linearly as a function of year of study. Based on these findings, both librarians and teaching faculty should be aware of the characteristics of high-anxious students, and increase the availability of anxiety-reducing interventions for students.
Self-managed learning is the normal way that users learn to work with software within organizations. To be effective, self-managed, learning requires individuals to self-assess their IT knowledge; accurate self-assessment helps them optimize the capabilities they possess and be aware of those they do not. This study demonstrated that, in general, individuals did not accurately self-assess their knowledge of the software they used. However, we also found that the accuracy of self-assessment increased with greater experience in, and better understanding of, IT domains.Organizations need to recognize the self-assessment problem to facilitate effective software learning and to gain the most from their software investments.
This study presents a test of the Anxiety-Expectation Mediation (AEM) model of library anxiety. The AEM model contains variables that are directly or indirectly related to information search performance, as measured by students' scores on their research proposals. This model posits that library anxiety and self-perception serve as factors that mediate the relationship between performance in writing a research proposal and other cognitive, personality, and demographic variables. The model was tested using 225 graduate students enrolled in several sections of an introductory-level course at a midsouthern university. Structural equation modeling techniques supported the AEM model. In particular, library anxiety and research achievement were reciprocally related. Furthermore, library anxiety mediated the relationship between research performance and the following variables: age, grade point average, learning style, academic procrastination, and self-perception. The path analysis also revealed a direct, positive path from self-perception to research performance. In addition, self-perception moderated the relationship between research achievement and academic procrastination, perfectionism, and hope. The AEM model of library anxiety suggests that Wine's (1980) Cognitive-Attentional-Interference theory, Onwuegbuzie, Jiao, and Bostick's (in press) ILP model of library anxiety, and Bandura's (1977) self-efficacy theory can be applied to the library and information context. Findings are discussed within the framework of current social-psychological models of educational achievement.
Thesis (Ph. D.)--Wayne State University, 1992. Vita. Includes bibliographical references (leaves 166-173). "93-10624." Microfiche. s
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