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The Bright Side of Social Media Escapism

2017-05-29 , Müller, Severina , Stanoevska-Slabeva, Katarina , Meckel, Miriam

Escapism, describing a temporary escape from everyday life into the world of media, is considered as a key driver of media use and has been studied extensively in relation to traditional media such as television. However, in the context of social media, little is known about the prevalence and mechanisms of escapism. Against this background, we conducted an online survey with 775 Facebook users that examined the antecedents of Facebook escapism as well as its outcomes on entertainment experiences. The results reveal that Facebook escapism is provoked by a low need for cognition and low life satisfaction. Regarding the effects, the findings indicate that Facebook Escapism not only fulfills the hedonic need for enjoyment but also the eudaimonic needs for autonomy, competence and relatedness. Furthermore, we found that differentiating between consuming, participating, and producing Facebook user types is insightful for explaining differences in the relationships of escapism with its antecedents and outcomes.

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The 7i Framework - Towards a Measurement Model for Information Literacy

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.

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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

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Modelling and Measuring Information Literacy in Higher Education

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

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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.

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Towards Modelling and Measuring Information Literacy in Secondary Education

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.