DisCo 2013: Turgay Bas and Mukaddes Erdem - A Study on the Information Literacy Skills...

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Quantitatively increasing information renders it important to possess the skills necessary for reaching the required information and using the information effectively in line with the requirements. These skills are discussed in the information literacy concept and educational institutions are expected to provide individuals with these skills. Within this scope, the study was conducted with university students and the effects of their education on the information literacy were sought. The study was performed on students at two different departments which are closely related to information and information technologies for the purpose of clearly explaining the relationship between the educational processes and information literacy. The two departments included in the study are the Department of Computer Education and Instructional Technology (CEIT) and the Department of Information Management (IM). The study aims to find the differences between these students regarding their levels of possessing information literacy skills. The analysis showed that, there are some significant differences in terms of information literacy skills between the students at the two different departments. The significant differences in the information literacy skills are related to synthesizing the information; or in other words, organizing the information.

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DisCo 2013: Turgay Bas and Mukaddes Erdem - A Study on the Information Literacy Skills...

  1. 1. A STUDY ON THE INFORMATION LITERACY SKILLS OF STUDENTS IN DIFFERENT UNDERGRADUATE PROGRAMS Turgay Bas Mukaddes Erdem
  2. 2. INRODUCTION
  3. 3. Intruduction In general terms, information literacy defines the ability to locate the information for a given need and to effectively use that information for the issue or problem at hand. This concept has been used beginning from the early 1970s and has been altered in the following years in its extent and meaning. 3
  4. 4. Intruduction American Library Association [ALA] (1989) defines the information literacy is; recognizing when information is needed and have the ability to locate, evaluate, and use effectively the needed information. 4
  5. 5. Introduction 5 The Big6 model evaluates information literacy skills in six stages. The model indicates a process how an information problem is solved.
  6. 6. Introduction 6 From these questions, this study determines the level of possessing information literacy skills and the regarding self-efficacy beliefs of undergraduates at the Department of Computer Education and Instructional Technology (CEIT) and the Department of Information Management (IM). What percentage of the university students possess the aforementioned skills which have been overemphasized since the 2000s? Does the university education have any effects on the information literacy skills?
  7. 7. Introduction 7  The study was performed on students at two different departments which are closely related to information and information technologies for the purpose of clearly explaining the relationship between the educational processes and information literacy.
  8. 8. METHOD
  9. 9. Method A scientific method was used in the study and the data was collected by information literacy self-efficacy scale and information literacy skills evaluation rubric. 9
  10. 10. Method -Data Collection Tools 10  Information literacy self-efficacy scale: It is a scale developed by Kurbanoglu and Akkoyunlu (2004) for the purpose of determining information literacy self-efficacy beliefs. It is a 40-item seven-point Likert scale. The reliability co-efficient of the scale is .71.  Information literacy skills evaluation rubric: It is a rubric which was developed by considering the students’ reports and presentations along with the information literacy competencies defined in the body of literature in order to evaluate the completed performance tasks in terms of information literacy skills.
  11. 11. Information literacy skills evaluation rubric 11 Stages of Information Literacy Criteria 0 1 2 Task Definition Literature review was made Needed information was tried to be defined Information Seeking Strategies Planning was made, a general frame was constructed Information seeking strategies were diversified Different sorts of sources were used (web, books, articles etc.) Location and Access Sources were evaluated Selections were made among the sources available Quotations were made References section was provided Use of Information Informative information was given about the RFID technologies Application areas were included Critical information for the target market was cited Synthesis Synthesized information was used Information was clearly organized Unnecessary information was avoided Suggestions for the intended application were provided Visuals were used to make the complex process more meaningful Target market was regarded while preparing the presentation Efficiency of the content was ensured in the presentation Visual design principles were respected in the presentation
  12. 12. Method - Participants 12  The study was conducted on junior students at  the Department of Computer Education and Instructional Technology (CEIT) and  the Department of Information Management (IM).
  13. 13. Method - Participants 13  A total of 67 students (CEIT:37, IM:30) participated in the study.  With 10 students from each group, 20 students in total participated in the second part of the study which aimed to determine information literacy skills.
  14. 14. Method - Research Process 14  Students began with answering the information literacy self-efficacy scales.  Then, two groups with 10 students were formed for the each part and the information literacy skills of the groups were determined.
  15. 15. Method - Research Process 15  Each group was assigned a common performance task which was present in their programs for the purpose of comparing their information literacy skills.  The common theme was chosen as the RFID technologies for the performance task assigned.
  16. 16. Method - Research Process 16  In the created scenario, students were asked to prepare a presentation that includes suggestions for using RFID technologies within the campus perimeters.  As per the scenario, this presentation is to be prepared so as to be submitted to the university administrative board which plans to make an investment in the RFID technologies.
  17. 17. Method - Research Process 17  At the end of the 3-day allocated period, students submitted their presentations and the reports explaining their processes.  Evaluations on the information literacy skills were made along these presentations and reports.
  18. 18. Method - Data Analysis 18  “T-tests for independent groups” was conducted by using the data that was obtained from the scales in order to determine whether there is any difference in terms of information literacy and self-efficacy beliefs between the students at the two different departments.  Mann-Whitney U statistic was applied along the rubric data to show the difference in the information literacy skills.
  19. 19. FINDINGS
  20. 20. Findings 20  A t-test was applied concerning the significance of the difference between the information literacy self-efficacy beliefs of the two groups (t= .342, p=.566>.05) and it was found that, there is no significant difference between the groups.
  21. 21. Findings 21  The significance of the difference between the information literacy skills of the two groups was tested using the Mann-Whitney U test, a nonparametric test.  The scores attained for each sub-stage of the information literacy were tested separately and a difference was detected between the two groups in the “synthesis” stage. This difference is in the favor of CEIT students.
  22. 22. Findings 22 Stages of Information Literacy IM CEIT Task Definition 2,9 2,6 Information Seeking Strategies 3,2 3,2 Location and Access 3 3,4 Use of Information 5,1 5,3 Synthesis 7,2 11,2 TOTAL 21,4 25,7
  23. 23. Findings 23 Criterion for the synthesis stage IM CEIT Synthesized information was used 0,3 0,6 *Information was clearly organized 1,1 1,8 Unnecessary information was avoided 0,8 1 Suggestions for the intended application were provided 1,7 1,6 *Visuals were used to make the complex process more meaningful 1,2 1,8 *Target market was regarded while preparing the presentation 0,8 1,9 Efficiency of the content was ensured in the presentation 1 1 *Visual design principles were respected in the presentation 0,3 1,5
  24. 24. Findings 24 The results show that, students at CEIT performed better in  organizing the information,  using visuals to make the complex process more meaningful,  regarding the target market while preparing the presentation and  respecting the visual design principles in the presentation.
  25. 25. CONCLUSIONS
  26. 26. Conclusion 26  The results show that, students at the both departments have strong information literacy self-efficacy beliefs and that; there is no significant difference thereof.  Considering that a strong and positive self- efficacy belief would be useful for dealing with possible problems in the relevant subject, the examined groups can be claimed to have an advantage in overcoming information problems.
  27. 27. Conclusion 27  When CEIT and IM students were analyzed in terms of information literacy skills however, it was found that they exhibited similarities in all stages of the Big6 model except the “synthesis” stage having significant differences in their “synthesis” stage competences.  Synthesis is related to organizing and presenting the information (TheBIG6, 2013).
  28. 28. Conclusion 28  The data obtained shows that, CEIT students have superiority in synthesizing the information and they share the information more effectively.
  29. 29. Conclusion 29  The collected data did not prove the prediction which was mentioned in the introduction part of the study; “educational program of the CEIT department supports students in terms of providing them with the information technologies which make it easier to reach the information and IM department invests them with the skills for organizing and sharing information.
  30. 30. Conclusion 30  Students who had similarities in using information and communication technologies, exhibited differences in synthesizing and presenting the information.  This result can be attributed to the fact that, CEIT department prepares its students to be teachers and thus, gives more importance to organizing and sharing information.
  31. 31. Conclusion 31  Conducting similar studies with different scenarios and subjects and repeating the study with larger participant groups is necessary for determining the effects of the scenario and the subject on the findings.
  32. 32. Thanks.. Turgay Bas turgaybas@hacettepe.edu.tr Mukaddes Erdem erdemm@hacettepe.edu.tr

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