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Measuring Information and Digital Literacy Activities through Learning Record Store Repository of the National Training Centre for Continuing Education for Librarians in Croatia
Abstract
The aim of the paper is to present the findings of a quantitative analysis of the learning record data stored in the learning repository of the Croatian Training Centre for Continuing Education for Librarians. Research aim is to measure the information and digital literacy activities of librarians in the national lifelong learning portal, and to test application of an Experience API (xAPI) as an information and a digital literacy assessment instrument. The introductory overview of theories brings umbrella framework for overlapping terms such as digital literacy, information literacy, media literacy and digital competences. Convergence or overlapping of terms largely depends on prospective aim of the assessment process, which could be regarded as normative/pedagogical or instrumental/technical in nature [1-2]. The paper presents a case study of testing an Experience API standard as an information and digital literacy assessment.
... Another study investigated digital literacies among juniorhigh-school students with the aim of comparing participants' perceived digital literacy competencies and their actual performance in relevant digital tasks (Porat, Blau, & Barak, 2018). Machala & Orešković (2014) measure the information and digital literacy activities of librarians in the national lifelong learning portal, and test the application of an Experience API (xAPI) as an information and a digital literacy assessment instrument. Prabhu (2010) focus on iCritical Thinking Certification test that was formulated by the Educational Testing Service and Certiport which provides a digital literacy baseline by measuring the ability to think critically in a technology-enabled environment. ...
Thisstudy aims to developing open-ended test for measuring digital literacy skills of students. There are three step of this study, it was defining the construc and formatting objectives, validity by expert review and item administration. The open-ended test was develop based on five components of digital literacy skill: information, communication, content creation, safety, and problem-solving. The open-ended test was initially piloted on four group of samples: interviews and validity by physics expert (2 Professor, 1 Doctoral), professional teachers (N=2), and college students of graduate school (N=2). Modification were made afterwards and the test was administered to a group of science students from high school in Yogyakarta province, Indonesia (N=129). Result of this study are: (1) The open-ended test instrumen proved valid and worthy of use to measure digital literacy skill; (2) Based on expert validation, the teset is valid with CVR value 1.00; (3) the average value and standard deviation of INFIT MNSQ is .83-1.21 (fit with rasch model/good item); (4) The item has a good degree of difficulty with range of difficulty level between (moderate level). The student’s digital literacy skill test can also be used to measure student’s skill with very low to excellentcategories
Academic librarians are vital in helping students and faculty with their research projects and instilling information literacy skills. Due to the large amount of information available online, media and information literacy (MIL) is particularly crucial in the digital age. There are obstacles, nevertheless, that must be overcome. One such difficulty is the requirement that educators—including librarians—possess a good fluency in MIL themselves to instruct and mentor students effectively. The development of MIL skills among students and their capacity to critically analyze and evaluate information can both be hampered by limited access to resources. To guarantee that students can traverse the information landscape and make educated decisions, it is imperative to remove these barriers. Media and information literacy (MIL) is essential for achieving Sustainable Development Goals 4 and 16, and the five laws of MIL aim to foster critical thinking and digital citizenship.
Given the extraordinary growth in online documents, methods for automated extraction of semantic relations became popular, and shortly after, became necessary. This thesis proposes a new deterministic language model, with the associated artifact, which acts as an online Syntactic and Semantic Framework (SSF) for the extraction of morphosyntactic and semantic relations. The model covers all fundamental linguistic fields: Morphology (formation, composition, and word paradigms), Lexicography (storing words and their features in network lexicons), Syntax (the composition of words in meaningful parts: phrases, sentences, and pragmatics), and Semantics (determining the meaning of phrases). To achieve this, a new tagging system with more complex structures was developed. Instead of the commonly used vectored systems, this new tagging system uses tree-like T-structures with hierarchical, grammatical Word of Speech (WOS), and Semantic of Word (SOW) tags. For relations extraction, it was necessary to develop a syntactic (sub)model of language, which ultimately is the foundation for performing semantic analysis. This was achieved by introducing a new `O-structure', which represents the union of WOS/SOW features from T-structures of words and enables the creation of syntagmatic patterns. Such patterns are a powerful mechanism for the extraction of conceptual structures (e.g., metonymies, similes, or metaphors), breaking sentences into main and subordinate clauses, or detection of a sentence’s main construction parts (subject, predicate, and object). Since all program modules are developed as general and generative entities, SSF can be used for any of the Indo-European languages, although validation and network lexicons have been developed for the Croatian language only. The SSF has three types of lexicons (morphs/syllables, words, and multi-word expressions), and the main words lexicon is included in the Global Linguistic Linked Open Data (LLOD) Cloud, allowing interoperability with all other world languages. The SSF model and its artifact represent a complete natural language model which can be used to extract the lexical relations from single sentences, paragraphs, and also from large collections of documents.
Over the last century, different learning theories have shaped the world of education and training before shifting to the competency-based approach (CBA). This new paradigm to teaching and learning aims to ensure that every student has to graduate with the competitive competencies of lifelong learners and is ready to enter the workforce and begin functioning in entry-level positions. However, despite the growing interest in competency-based learning and training, this field still faces numerous challenges, essentially the lack of consensus about an interoperable description of competency evidences. Indeed, the move towards CBA has created a need for effective instruments that support and assess competency development. In this context, the electronic portfolio (e-Portfolio) emerged as a suitable tool that helps learners collect and manage multiple kinds of assessment evidences linked to the program’s competencies from multiple sources. In this paper, we propose an ontology-based approach to e-portfolio modeling which relies on Semantic Web technologies to formally and semantically describe portfolio artifacts that evidence the achievement of one or several competencies. The proposed ontology is structured according to official e-Portfolio specifications, namely IMS ePortfolio and JISC Leap2A. In addition, other existing approaches to e-Portfolio modeling reported in the literature have been explored to avoid misinterpretation of these specifications. Furthermore, a comparative study of common e-Portfolio systems has been carried out in order to gain a fairly accurate idea of the generic structure of an e-Portfolio.
The concepts of ‘information literacy’ and ‘digital literacy’ are described, and reviewed, by way of a literature survey and analysis. Related concepts, including computer literacy, library literacy, network literacy, Internet literacy and hyper-literacy are also discussed, and their relationships elucidated. After a general introduction, the paper begins with the basic concept of ‘literacy’, which is then expanded to include newer forms of literacy, more suitable for complex information environments. Some of these, for example library, media and computer literacies, are based largely on specific skills, but have some extension beyond them. They lead togeneral concepts, such as information literacy and digital literacy which are based on knowledge, perceptions and attitudes, though reliant on the simpler skills-based literacies
The chapter presents two archetypal approaches to address the complexities of knowing that are conceptualised here as boundary objects: information services and digital literacy. Information services is used as an umbrella term to describe a heterogeneous group of individual, social and institutional forms of helping people to know more, or to cross and bend their boundaries of knowing. Information service providers aim to help people find answers to their questions. The notion of digital literacy is considered to be a general competence to cope with digitality and its consequences. It is another strategy that helps people to traverse their boundaries of knowing. Unlike information services, which are based on direct intervention, digital literacy helps people to see and cross their barriers by themselves.
Digital literacy and inclusion have been two important, largely separate, areas of study that examine the relationships between Internet skills and engagement. This article brings together these areas of research by testing a model that assumes specific pathways to inclusion: specific sociodemographic factors predict specific digital skills and specific digital skills predict related types of engagement with the Internet. Analyses of nationally representative survey data of Internet use in Britain highlight considerable measurement and conceptual challenges that complicate digital literacy research. The findings suggest that linking literacy and exclusion frameworks allows for a more nuanced understanding of digital engagement. Different groups lacked different skills, which related to how their engagement with the Internet varied.
Despite new technologies, people do not always find information with ease. Do people still need help in finding the information they need, and if so, why? What can be made easier with new tools and techniques? Information Services and Digital Literacy is about the role of information services and digital literacies in the age of the social web. This title provides an alternative perspective for understanding information services and digital literacy, and argues that a central problem in the age of the social web and the culture of participation is that we do not know the premises of how we know, and how ways of interacting with information affect our actions and their outcomes. Information seeking is always a question of crossing and expanding boundaries between our earlier experiences and the unknown. We may not yet be well enough acquainted with the landscape of digital information to understand how we know, where the boundaries to our knowledge lie, how to cross them, and what consequences our actions may have.
The fear of a growing digital divide between those having access to the Internet and those who do not results from the still uneven distribution of digital media. Though the number of Internet users is rapidly growing, there is evidence for the further existence of a digital divide caused by the lack of digital literacy. Thus, the digital divide cannot be closed by access alone and becomes a matter of media education. To find appropriate methods for increasing digital literacy demands knowledge about the ways users deal with computers and the Internet. This knowledge is gained by empirical research in different formal and non-formal contexts of computer and Internet use. This introductory article to a special issue of Research in Comparative and International Education devoted to ‘Digital Literacy Research’ gives an insight into international data on Internet use and outlines a theoretical framework of digital literacy. It also discusses the single studies collected in the special issue. It shows that further research will profit by an international and comparative approach which considers national, cultural, social and age differences between the users.
Purpose
The purpose of this paper is to report the results of a case study evaluating the revision of the assessment methods of an information literacy module. The revised assessment method took the form of a portfolio.
Design/methodology/approach
During 2004, all six credit modules at the University of Teesside had to be reviewed and restructured into ten credit modules. Following Biggs' principles of constructive alignment, the tutors looked at the existing module aims and learning outcomes. A review of the literature and previous experience informed the selection of the new assessment method by portfolio. An evaluation of the assessment method was undertaken after the module had run.
Findings
The paper finds that the assessment method had real strengths especially in terms of validity. It was also economical and efficient. Students knew what they were expected to do and where they needed to put in effort.
Research limitations/implications
The assessment by a portfolio method has been carried out once with a relatively small cohort of students, so the findings can only be regarded as interim.
Practical implications
The tutors believe that they have created a very useful module with an aligned assessment method which would be of benefit to a much greater number of students
Originality/value
There is a shortage of publications that report the results of the use of portfolios for the assessment of information literacy.
Report of the Office for the Information Technology Policy's Digital Literacy Task Force
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