Modellierung und Messung der Informationskompetenz von Schülern in der Sekundarstufe II im Fachunterricht Wirtschaft und Recht
fundamental research project
01 June 2014
31 May 2016
social media literacy
In der Wissens- und Mediengesellschaft stehen uns immer mehr Informationen und Wissen digitale per Knopfdruck zur Verfügung. Die Nutzung digitaler Medien setzt einen kompetenten Umgang mit diesen voraus. Informationskompetenzen in Schulen zu fördern stellt demzufolge eine zentrale Herausforderung dar. Ziele des Forschungsprojektes sind daher die theoriegeleitete Entwicklung und empirische Überprüfung eines Modells zur Informationskompetenz von Schülern (Sekundarstufe II) sowie die Entwicklung und Erprobung eines standardisierten Instruments zur Messung von Informationskompetenz mittels Untersuchungen und Experimenten in Zusammenarbeit mit den Kantonsschulen in St. Gallen.
Entwicklung eines empirisch validen Modells zur Informationskompetenz von Schülern der Sekundarstufe II als Grundalge für - die Messung von Informationskompetenz und - die Entwicklung von Interventionskonzepten
als neue Aufgabenkultur des informationsbasierten Problemlösens
zur Förderung von Informationskompetenz von Schülern.
Kombination quantitativer und qualitativer Forschungsmethoden: standardisiertes Instrument zur Messung von Informationskompetenz und Motivation
The networked information and media society provides us increasingly with digital information and knowledge. However, the effective and efficient use of information requires a high level of information literacy (IL), i.e. adequate capabilities to deal with information. Despite of its growing importance, IL has been considered only sporadically in information systems research and education. There is a lack of a scientifically proven model to operationalize and measure IL. The paper contributes to fill this gap by providing a synthesis on existing research related to definition, conceptualization and measurement of IL. Applying the proposed framework through a survey with 86 high school students, we find relatively poor skill levels for the objective IL for most of the students, while the self-assessed IL is distinctly higher. In addition, our study shows that individual differences in IL can be explained by the student’s grade, web experience and the comprehension of the curriculum.
Abstract. Information literacy is considered a key competence for the networked 21st century. Despite of its importance it has not been anchored in educational technology research and practice in sufficient manner yet. The paper at hand contributes to this research gap by providing a concept for design of personal learning environments with scope on information literacy. Personal learning environments (PLE) can be defined as conceptual and technological frameworks that help learners take control of and manage their own learning. This includes providing support for learners to: set their own learning goals and manage their learning in terms of both learning outcomes (content) and process. By applying the design science approach, a framework for PLE is proposed that combines subject-oriented learning objectives with goals to build and foster information literacy. The focus of the research lies in the initial theoretical phase of the design cycle. Based on a systematic literature review first a model for measuring information literacy is developed. The developed model is than embedded in a generic PLE framework that supports building and measuring information literacy in addition to other subject-specific learning goals. Therefore, the paper outlines a framework to conceptualize PLE focusing on information literacy by pursuing the design-based research paradigm.
The 7i Framework - Towards a Measurement Model for Information Literacy
The networked information and media society provides us increasingly with digital information and knowledge. However, the effective and efficient use of information requires a high level of information literacy (IL), i.e. adequate capabilities to deal with information. IL is in general described as the ability to recognize problem-driven information needs, to select information sources, to access, evaluate and use information, and to reflect upon both the applied information searching and processing procedure and the information resulting from it. Despite of its growing importance, IL has been considered only sporadically in information systems research and education. There is a lack of a scientifically proven model to operationalize and measure IL. The paper contributes to fill this gap by providing a synthesis on existing research related to definition, conceptualization and measurement of IL. Based on the findings of the literature analysis the 7i model for measuring IL is proposed.