Katarina Stanoevska

Katarina Stanoevska

Title

Prof. Dr.

Last Name

Stanoevska

First name

Katarina

Email

katarina.stanoevska@unisg.ch

Phone

+41 71 224 2793

Homepage

http://www.mcm.unisg.ch

Now showing 1 - 10 of 16

Assessing Subjective and Objective Information Literacy at Upper Secondary Schools - An Empirical Study in Four German-Speaking Countries

Seufert, Sabine
;
Stanoevska-Slabeva, Katarina
;
Guggemos, Josef

Type: journal article

Journal: International Journal of Learning Technology

URI: https://www.alexandria.unisg.ch/handle/20.500.14171/116702
Modeling and Measuring Social Media Literacy of Digital Natives in the Example of the Lake Constance Region

( 2017-12-10)
Stanoevska-Slabeva, Katarina
;
Müller, Severina
;
Lippe, Sonia
;
Seufert, Sabine
;
Hagel, Stephanie
;
Lischeid, Thomas
;
Ott, Martina
;
Vom Brocke, Jan

Type: conference paper

URL: https://aisel.aisnet.org/cgi/viewcontent.cgi?article=1042&context=icis2017

URI: https://www.alexandria.unisg.ch/handle/20.500.14171/101714
Unveiling Information Literacy of Digital Natives in Secondary Schools – A Swiss Example

( 2016-06-12)
Stanoevska-Slabeva, Katarina
;
Müller, Severina
;
Seufert, Sabine
;
Scheffler, Nina

Information Literacy (IL), i.e. the competent dealing with information, is considered a key competence for the networked information and media society that facilitates civic engagement, a self-determined life and lifelong learning. Recent studies have shown that, contrary to the expectations, Digital Natives have low levels of IL. In order to improve IL of Digital Natives formal education and training related to IL is required. In practice, in order to support systematic education and training related to IL from an early age, the development of IL is increasingly considered as an important goal for schools. However, one major obstacle for considering IL in secondary schools is a lack of a scientifically proven model to operationalize and measure IL particularly in schools. The paper contributes to fill this gap by proposing and empirically testing the 7i framework for modelling and measuring IL in secondary schools.

Type: conference paper

URI: https://www.alexandria.unisg.ch/handle/20.500.14171/104234
The 7i Framework - Towards a Measurement Model for Information Literacy

(Association for Information Science, 2015-08-13)
Müller, Severina
;
Scheffler, Nina
;
Seufert, Sabine
;
Stanoevska-Slabeva, Katarina

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.

Type: conference paper

URL: http://aisel.aisnet.org/amcis2015/ISEdu/GeneralPresentations/35/

URI: https://www.alexandria.unisg.ch/handle/20.500.14171/106051
Modelling and Measuring Information Literacy in Higher Education

( 2015)
Stanoevska-Slabeva, Katarina
;
Müller, Severina
;
Seufert, Sabine
;
Scheffler, Nina

Type: conference paper

URI: https://www.alexandria.unisg.ch/handle/20.500.14171/107512
Towards Modelling and Measuring Information Literacy in Secondary Education

(Association for Information Systems, 2015-12-13)
Stanoevska-Slabeva, Katarina
;
Müller, Severina
;
Seufert, Sabine
;
Scheffler, Nina

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.

Type: conference paper

URL: http://aisel.aisnet.org/icis2015/proceedings/ISedu/10/

URI: https://www.alexandria.unisg.ch/handle/20.500.14171/105644
A Reference Model for Online Learning Communities

( 2000-10-26)
Seufert, Sabine
;
Stanoevska-Slabeva, Katarina

Type: conference paper

URI: https://www.alexandria.unisg.ch/handle/20.500.14171/73843
Teaching Information Literacy in Secondary Education: How to Design Professional Development for Teachers?

(Springer International Publishing, 2016)
Seufert, Sabine
;
Scheffler, Nina
;
Stanoevska-Slabeva, Katarina
;
Müller, Severina
;
Uden, Lorna
;
Liberona, Dario
;
Feldmann, Birgit

The networked information and media society provides us increasingly with digital information and knowledge. However, the effective and efficient use of information also requires a high level of information literacy (IL), the competent handling of information and the ability to do that from an early age. Despite this early beginning, the development of IL is considered an important goal of schoolteachers who are required to integrate IL into their daily teaching practice. One reason that IL has only been considered sporadically in education is the lack of a scientifically proven model to operationalize and measure IL. Furthermore, teachers are often uncertain when dealing with digital media pedagogically and need support and clarity in terms of how to evaluate IL in their specific subjects. In the implementation of formal educational efforts, the low practical feasibility in specific working contexts, time and financial aspects are criticized. The current contribution presents a 7i model for the conceptualization and measurement of IL. Furthermore, it provides alternatives to the dominant “training model” to develop the competence of teachers by combining formal and informal learning.

Type: book section

Volume: 5th International Workshop, LTEC 2016, Hagen, Germany, July 25-28, 2016, Proceedings

URL: http://www.springer.com/gp/book/9783319421469

DOI: 10.1007/978-3-319-42147-6_20

URI: https://www.alexandria.unisg.ch/handle/20.500.14171/105491

Scopus© Citations 3
The Design of Personal Learning Environments (PLE) with Scope on Information Literacy in High School

(Springer International Publishing, 2015)
Seufert, Sabine
;
Scheffler, Nina
;
Stanoevska-Slabeva, Katarina
;
Müller, Severina
;
Uden, Lorna
;
Liberona, Dario
;
Welzer, Tatjana

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.

Type: book section

Volume: 4th International Workshop, LTEC 2015, Maribor, Slovenia, August 24-28, 2015, Proceedings

Issue: 533

DOI: 10.1007/978-3-319-22629-3

URI: https://www.alexandria.unisg.ch/handle/20.500.14171/107498
Elektronische Märkte

(Paul Haupt AG, 2003)
Schmid, Beat
;
Stanoevska-Slabeva, Katarina
;
Lechner, K.
;
Seufert, Sabine
;
Dubs, Rolf
;
Euler, Dieter
;
Rüegg-Stürm, Johannes

Type: book section

Volume: Pilotversion

URI: https://www.alexandria.unisg.ch/handle/20.500.14171/70566

Katarina Stanoevska

Filters

Author

Editor

Keyword

Project

Has files

Type

Settings

Sort By

Results per page

Options

Katarina Stanoevska

Filters

Author

Editor

Keyword

Project

Has files

Type

Settings

Sort By

Results per page