Development, testing, and validation of an information literacy test (ILT) for higher education. Podgornik, B. B., Dolničar, D., Šorgo, A., & Bartol, T. Journal of the Association for Information Science and Technology, 67(10):2420–2436, 2016. ![Development, testing, and validation of an information literacy test (ILT) for higher education [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex A new information literacy test (ILT) for higher education was developed, tested, and validated. The ILT contains 40 multiple-choice questions (available in Appendix) with four possible answers and follows the recommendations of information literacy (IL) standards for higher education. It assesses different levels of thinking skills and is intended to be freely available to educators, librarians, and higher education managers, as well as being applicable internationally for study programs in all scientific disciplines. Testing of the ILT was performed on a group of 536 university students. The overall test analysis confirmed the ILT reliability and discrimination power as appropriate (Cronbach's alpha 0.74; Ferguson's delta 0.97). The students' average overall achievement was 66%, and IL increased with the year of study. The students were less successful in advanced database search strategies, which require a combination of knowledge, comprehension, and logic, and in topics related to intellectual property and ethics. A group of 163 students who took a second ILT assessment after participating in an IL-specific study course achieved an average posttest score of 78.6%, implying an average IL increase of 13.1%, with most significant improvements in advanced search strategies (23.7%), and in intellectual property and ethics (12.8%).
@article{podgornik_development_2016,
title = {Development, testing, and validation of an information literacy test ({ILT}) for higher education},
volume = {67},
copyright = {© 2015 ASIS\&T},
issn = {2330-1643},
url = {https://asistdl.onlinelibrary.wiley.com/doi/abs/10.1002/asi.23586},
doi = {10.1002/asi.23586},
abstract = {A new information literacy test (ILT) for higher education was developed, tested, and validated. The ILT contains 40 multiple-choice questions (available in Appendix) with four possible answers and follows the recommendations of information literacy (IL) standards for higher education. It assesses different levels of thinking skills and is intended to be freely available to educators, librarians, and higher education managers, as well as being applicable internationally for study programs in all scientific disciplines. Testing of the ILT was performed on a group of 536 university students. The overall test analysis confirmed the ILT reliability and discrimination power as appropriate (Cronbach's alpha 0.74; Ferguson's delta 0.97). The students' average overall achievement was 66\%, and IL increased with the year of study. The students were less successful in advanced database search strategies, which require a combination of knowledge, comprehension, and logic, and in topics related to intellectual property and ethics. A group of 163 students who took a second ILT assessment after participating in an IL-specific study course achieved an average posttest score of 78.6\%, implying an average IL increase of 13.1\%, with most significant improvements in advanced search strategies (23.7\%), and in intellectual property and ethics (12.8\%).},
language = {en},
number = {10},
urldate = {2020-02-03},
journal = {Journal of the Association for Information Science and Technology},
author = {Podgornik, Bojana Boh and Dolničar, Danica and Šorgo, Andrej and Bartol, Tomaž},
year = {2016},
keywords = {colleges and universities, education, information literacy},
pages = {2420--2436},
}
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