Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6842079 | The Journal of Academic Librarianship | 2018 | 9 Pages |
Abstract
The aim was to assess the information literacy (IL) of 310 first- and second-year students enrolled in nine different study programs at the School of Agriculture (Faculty of Agriculture), Novi Sad, Serbia, using an adapted version of a validated IL test (ILT) in an e-environment. Because the school does not provide systematic IL education, another purpose was to raise awareness of the importance of such instruction. ILT results were assessed according to five ACRL (Association of College & Research Libraries) standards, as well as three cognitive levels adapted from Bloom's taxonomy. The mean ILT score was 46.35%. Students were most successful in information evaluation and information need identification, and least successful in legal/ethical issues and information use. As expected, IL skills increase from the first to second year of study. Cognitive skills also increase, except for the highest level (applying knowledge), where all student groups are weak. Different study programs attract students with disparate knowledge/skill levels gained during secondary education, where some groups of first-year students may outperform second-year students in both IL and cognitive abilities. It is thus important to offer IL education to all students in order to provide a basis for more balanced academic progress.
Keywords
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Tomaž Bartol, Danica DolniÄar, Bojana Boh Podgornik, Blaž RodiÄ, Tihomir ZoranoviÄ,