Broken Links: Undergraduates Look Back on Their Experiences with Information Literacy in K-12 Education
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ERIC Institute of Education Sciences
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| Hauptverfasser: | , |
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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
2008
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| _version_ | 1867181570645819393 |
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| author | Latham, Don Gross, Melissa |
| author_facet | Latham, Don Gross, Melissa Latham, Don Gross, Melissa |
| collection | Education Resources Information Center |
| contents | Broken Links: Undergraduates Look Back on Their Experiences with Information Literacy in K-12 Education Latham, Don Gross, Melissa Elementary Secondary Education School Libraries Media Specialists Information Literacy Computer Assisted Instruction Student Attitudes Skill Development Librarians Peer Influence College Students Access to Information Information Technology In the past decade information literacy has received increasing emphasis in K-12 and postsecondary education, yet the information literacy skill levels of high school and college graduates continue to vary considerably. This report compares findings across a subset of data collected in three independent research studies focusing on students' conceptions and perceptions of how they have learned what they know about information literacy. Competency theory, which posits that low-skilled individuals in some knowledge domains are often unable to recognize their deficiencies and therefore tend to overestimate their abilities, is used as the theoretical framework in each study. Data on participants' previous experiences with information literacy instruction was collected through surveys or interviews. A majority of students reported that they were largely self-taught, but some also reported having received instruction from school library media specialists (SLMSs) and, to a lesser degree, public and academic librarians. Overall, low-performing students tended to identify peers as sources of knowledge while proficient students tended to identify SLMSs and teachers as sources of knowledge. These findings have important implications for researchers and practitioners in developing information literacy instruction for low-performing students. (Contains 3 tables and 3 notes.) |
| format | Recurso educativo Open Access |
| id | eric_EJ823031 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2008 |
| record_format | eric |
| spellingShingle | Broken Links: Undergraduates Look Back on Their Experiences with Information Literacy in K-12 Education Latham, Don Gross, Melissa Elementary Secondary Education School Libraries Media Specialists Information Literacy Computer Assisted Instruction Student Attitudes Skill Development Librarians Peer Influence College Students Access to Information Information Technology Broken Links: Undergraduates Look Back on Their Experiences with Information Literacy in K-12 Education Latham, Don Gross, Melissa Elementary Secondary Education School Libraries Media Specialists Information Literacy Computer Assisted Instruction Student Attitudes Skill Development Librarians Peer Influence College Students Access to Information Information Technology In the past decade information literacy has received increasing emphasis in K-12 and postsecondary education, yet the information literacy skill levels of high school and college graduates continue to vary considerably. This report compares findings across a subset of data collected in three independent research studies focusing on students' conceptions and perceptions of how they have learned what they know about information literacy. Competency theory, which posits that low-skilled individuals in some knowledge domains are often unable to recognize their deficiencies and therefore tend to overestimate their abilities, is used as the theoretical framework in each study. Data on participants' previous experiences with information literacy instruction was collected through surveys or interviews. A majority of students reported that they were largely self-taught, but some also reported having received instruction from school library media specialists (SLMSs) and, to a lesser degree, public and academic librarians. Overall, low-performing students tended to identify peers as sources of knowledge while proficient students tended to identify SLMSs and teachers as sources of knowledge. These findings have important implications for researchers and practitioners in developing information literacy instruction for low-performing students. (Contains 3 tables and 3 notes.) |
| title | Broken Links: Undergraduates Look Back on Their Experiences with Information Literacy in K-12 Education |
| topic | Elementary Secondary Education School Libraries Media Specialists Information Literacy Computer Assisted Instruction Student Attitudes Skill Development Librarians Peer Influence College Students Access to Information Information Technology |
| url | https://eric.ed.gov/?id=EJ823031 |