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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.

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Information Literacy of Digital Natives in Secondary School

2016-04-08 , Müller, Severina , Stanoevska-Slabeva, Katarina , Seufert, Sabine , Scheffler, Nina

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

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.

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Informationskompetenz im Gymnasium : Ergebnisse einer Interventionsstudie im Fach Wirtschaft und Recht

2015-10-29 , Seufert, Sabine , Scheffler, Nina , Stanoevska-Slabeva, Katarina , Müller, Severina

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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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Digital Literacy in Secondary Education – How to motivate digital natives to become digital learners?

2016 , Seufert, Sabine , Scheffler, Nina , Stanoevska-Slabeva, Katarina , Müller, Severina

Information Literacy (IL), i.e. dealing with information competently, is considered a key competence from an early age for members of the networked information society. Despite its growing importance, IL only sporadically finds its place in education systems at present. One reason is the lack of a scientifically proven model to operationalize, measure and support IL as an integrated part of the curriculum. This paper contributes to filling this gap by providing a framework that enhances the building and measuring of information literacy. The results of a two-year research project showed that most students were able to increase their IL-Skills, but were not prepared to re-evaluate their previous strategies. The question arises as to how students can be motivated to reflect on their existing learning strategies and to apply new ones in order to develop their digital information literacy.