Information literacy (IL) education in secondary schools should adequately prepare students for research activities in higher education and guide them toward becoming informed and responsible citizens. The existing international IL frameworks and tests are only partially aligned with the IL curricula in Slovenia. Therefore, a new IL framework for secondary education, consisting of seven IL standards and twenty performance indicators, was proposed together with two new assessment instruments (e.g. a multiple choice test and a self-evaluation questionnaire). Two groups of students were tested, namely first-year secondary students and first-year university students. The latter, before taking any university IL courses, were found to be more successful in all subject areas of the test, which could inter alia indicate a positive influence of secondary education on IL. Both student groups were the weakest in information search, followed by information evaluation and knowledge of legal/ethical issues. Secondary school students were less aware of their deficient search skills. The item analysis emphasized the need to put more educational efforts and practical examples into the teaching of IL topics where both groups were found deficient.
COBISS.SI-ID: 16455171
Digital competences, computer skills, information literacy and related abilities represent a crucial element in ICT education (Information and Communication Technologies). They are less frequently investigated in the frame of secondary education than in higher education. We assess these contexts in secondary education through science mapping and visualizing techniques, examining publishing patterns and trends. Databases Web of Science (WOS) and Scopus are used. Publishing exhibits logarithmic inverse relationship between rank and frequency (power laws). Only a few chief publications among hundreds account for an important share of all published research. WOS-based visualizations (VOSviewer software) of concepts used in titles, abstracts and keywords show several clusters of research: computer-, information-, as well as digital-related. Further analysis reveals that the major terms which defne these clusters predominate in diferent periods. Computer related are earlier terms, followed by information-related, and now digital-related. As some concepts mature terminology embraces more trendy novel concepts. Clusters of co-citing and co-cited sources shows diferences among publications. Proceedings play an important role as sources of co-citations but are cited more weakly. Both co-citing and co-cited sources exhibit well defined clusters with little convergence between Library and Information Science on one side and Education and Educational Research, and Computer Science on the other even though the respective publications employ similar terminological concepts. The lack of exchange between these research domains calls for more co-operation in order to boost synergy in these critical twenty-frst century skills.
COBISS.SI-ID: 9127801
Purpose: The article describes the development, and presents the proposed information literacy standards with performance indicators for secondary education. Methodology/approach: In Slovenia, no document exists that would define information literacy standards, performance indicators and expected outcomes (knowledge and skills) with different proficiency levels for the secondary school level. To identify appropriate contents and topics, international standards, frameworks and tests of information and digital literacies on the secondary and higher education levels were studied. Slovenian secondary school curricula were analysed, and topics that refer to information literacy were identified. By comparing and overlapping contents of the curricula and the international standards and tests, a proposal was produced, consisting of information literacy standards and performance indicators for the secondary education. The standards were operationalised by stating the expected outcomes (achievements) on three levels of difficulty. Results: Seven information literacy standards with 20 performance indicators were formulated. For each indicator, the corresponding knowledge (expected outcomes) are given on three proficiency levels. Research limitation: The proposed standards and performance indicators were designed by analysis, evaluation and synthesis of information from available international and Slovenian literature. Further testing, harmonisation and optimisation of the proposal in...
COBISS.SI-ID: 1412446
The focus of the paper is on the study of differences between information literacy (IL) capabilities and IL self-assessment among Slovenian lower secondary school students. A total of 229 students coming from eight urban and suburban schools answered the tests. The shortened Information Literacy Test (ILT-B) used in this study contained selection of 14 multiple-choice questions relevant to lower secondary students. Each question follows a question on its difficulty level on 1 to 5 scale. The results show that the students perceive themselves as above average, whether the ILT showed only average IL skills. The results confirm the Dunning-Krueger effect, whereby unskilled individuals overestimate their abilities, while skilled individuals underestimate their achievements. Another counterintuitive result was that students who were online longer had lower IL knowledge but a higher opinion of it. Based on the results of the study we can conclude students should be explicitly taught IL skills and corresponding behavior.
COBISS.SI-ID: 30333443