评估本科生信息素养随时间的变化

IF 1.8 Q2 INFORMATION SCIENCE & LIBRARY SCIENCE Performance Measurement and Metrics Pub Date : 2019-07-08 DOI:10.1108/PMM-02-2019-0005
Arthur Brian Ault, Jessame E. Ferguson
{"title":"评估本科生信息素养随时间的变化","authors":"Arthur Brian Ault, Jessame E. Ferguson","doi":"10.1108/PMM-02-2019-0005","DOIUrl":null,"url":null,"abstract":"\nPurpose\nThe research project assessed information literacy skill changes in college students at two points in time, as entering first-year students in 2012 and as seniors in their senior seminar capstone courses in the 2015–2016 academic year. The paper aims to discuss this issue.\n\n\nDesign/methodology/approach\nThe Standardized Assessment of Information Literacy Skills (SAILS) individual test was the selected instrument. Version 1 of the test was used for first-year students and Version 2 was used for seniors. All testing was done in person in computer labs with a librarian or library staff member present to proctor the test. This resulted in obtaining 330 student results as first years and 307 as seniors, with 161 exact matches for both administrations of the test. Exact matching of student scores to demographic details pulled from the college’s student information systems were used in the analysis.\n\n\nFindings\nThe analysis shows that overall first-year students tested below the 70 percent proficiency benchmark in all eight skill sets, but by the time they were seniors they scored above 70 percent in three skill sets. Male students and students of color performed lower than their counterparts, but these groups did demonstrate significant improvement in four skill sets by the time they were seniors. Students in the Honors program, those who took longer to complete the test as seniors, those with higher GPAs, those in Humanities majors, and those who had upper level course exposures to librarian information literacy instruction had higher performance on the test. There were no statistically significant results for students who were first generation, Pell Grant eligible, or were in-state or out-of-state residents.\n\n\nOriginality/value\nThere are few published studies that utilized the SAILS test for longitudinal institution-wide assessment. The majority of institutions that utilized the individual version of SAILS did so to determine change within a selected course, or set of courses, in the same semester and very few are published.\n","PeriodicalId":44583,"journal":{"name":"Performance Measurement and Metrics","volume":" ","pages":""},"PeriodicalIF":1.8000,"publicationDate":"2019-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/PMM-02-2019-0005","citationCount":"1","resultStr":"{\"title\":\"Assessing undergraduate information literacy change over time\",\"authors\":\"Arthur Brian Ault, Jessame E. Ferguson\",\"doi\":\"10.1108/PMM-02-2019-0005\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\nPurpose\\nThe research project assessed information literacy skill changes in college students at two points in time, as entering first-year students in 2012 and as seniors in their senior seminar capstone courses in the 2015–2016 academic year. The paper aims to discuss this issue.\\n\\n\\nDesign/methodology/approach\\nThe Standardized Assessment of Information Literacy Skills (SAILS) individual test was the selected instrument. Version 1 of the test was used for first-year students and Version 2 was used for seniors. All testing was done in person in computer labs with a librarian or library staff member present to proctor the test. This resulted in obtaining 330 student results as first years and 307 as seniors, with 161 exact matches for both administrations of the test. Exact matching of student scores to demographic details pulled from the college’s student information systems were used in the analysis.\\n\\n\\nFindings\\nThe analysis shows that overall first-year students tested below the 70 percent proficiency benchmark in all eight skill sets, but by the time they were seniors they scored above 70 percent in three skill sets. Male students and students of color performed lower than their counterparts, but these groups did demonstrate significant improvement in four skill sets by the time they were seniors. Students in the Honors program, those who took longer to complete the test as seniors, those with higher GPAs, those in Humanities majors, and those who had upper level course exposures to librarian information literacy instruction had higher performance on the test. There were no statistically significant results for students who were first generation, Pell Grant eligible, or were in-state or out-of-state residents.\\n\\n\\nOriginality/value\\nThere are few published studies that utilized the SAILS test for longitudinal institution-wide assessment. The majority of institutions that utilized the individual version of SAILS did so to determine change within a selected course, or set of courses, in the same semester and very few are published.\\n\",\"PeriodicalId\":44583,\"journal\":{\"name\":\"Performance Measurement and Metrics\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2019-07-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1108/PMM-02-2019-0005\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Performance Measurement and Metrics\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/PMM-02-2019-0005\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"INFORMATION SCIENCE & LIBRARY SCIENCE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Performance Measurement and Metrics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/PMM-02-2019-0005","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"INFORMATION SCIENCE & LIBRARY SCIENCE","Score":null,"Total":0}
引用次数: 1

摘要

本研究项目在两个时间点对大学生信息素养技能的变化进行了评估,一个是2012年进入大学一年级的大学生,另一个是2015-2016学年参加高级研讨班顶点课程的大学生。本文旨在对这一问题进行探讨。设计/方法/方法信息素养技能标准化评估(SAILS)个人测试是选择的工具。测试版本1用于一年级学生,版本2用于高年级学生。所有的测试都是在计算机实验室里亲自完成的,有图书管理员或图书馆工作人员在场监考。结果得出330名一年级学生和307名高年级学生的成绩,其中161人在两届考试中完全匹配。分析中使用了学生分数与从学院学生信息系统中提取的人口统计细节的精确匹配。分析显示,总体上,一年级学生在所有八项技能的熟练程度测试中都低于70%的基准,但到高年级时,他们在三项技能的熟练程度测试中得分超过70%。男学生和有色人种学生的表现低于他们的同龄人,但这些群体在大四时确实在四项技能上有了显著的提高。参加荣誉课程的学生、高年级花较长时间完成测试的学生、gpa较高的学生、人文专业的学生以及接受过高级图书馆员信息素养教学的学生在测试中的表现更高。对于第一代学生、有资格获得佩尔助学金的学生、州内或州外居民来说,没有统计学上显著的结果。原创性/价值利用SAILS测试进行纵向机构范围评估的已发表研究很少。大多数使用单独版本的sail的机构都是这样做的,以确定同一学期内选定课程或一组课程的变化,很少发表。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Assessing undergraduate information literacy change over time
Purpose The research project assessed information literacy skill changes in college students at two points in time, as entering first-year students in 2012 and as seniors in their senior seminar capstone courses in the 2015–2016 academic year. The paper aims to discuss this issue. Design/methodology/approach The Standardized Assessment of Information Literacy Skills (SAILS) individual test was the selected instrument. Version 1 of the test was used for first-year students and Version 2 was used for seniors. All testing was done in person in computer labs with a librarian or library staff member present to proctor the test. This resulted in obtaining 330 student results as first years and 307 as seniors, with 161 exact matches for both administrations of the test. Exact matching of student scores to demographic details pulled from the college’s student information systems were used in the analysis. Findings The analysis shows that overall first-year students tested below the 70 percent proficiency benchmark in all eight skill sets, but by the time they were seniors they scored above 70 percent in three skill sets. Male students and students of color performed lower than their counterparts, but these groups did demonstrate significant improvement in four skill sets by the time they were seniors. Students in the Honors program, those who took longer to complete the test as seniors, those with higher GPAs, those in Humanities majors, and those who had upper level course exposures to librarian information literacy instruction had higher performance on the test. There were no statistically significant results for students who were first generation, Pell Grant eligible, or were in-state or out-of-state residents. Originality/value There are few published studies that utilized the SAILS test for longitudinal institution-wide assessment. The majority of institutions that utilized the individual version of SAILS did so to determine change within a selected course, or set of courses, in the same semester and very few are published.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Performance Measurement and Metrics
Performance Measurement and Metrics INFORMATION SCIENCE & LIBRARY SCIENCE-
CiteScore
2.20
自引率
0.00%
发文量
1
期刊介绍: ■Quantitative and qualitative analysis ■Benchmarking ■The measurement and role of information in enhancing organizational effectiveness ■Quality techniques and quality improvement ■Training and education ■Methods for performance measurement and metrics ■Standard assessment tools ■Using emerging technologies ■Setting standards or service quality
期刊最新文献
First-gen and the library: a survey of student perceptions of academic library services Predicting student success with and without library instruction using supervised machine learning methods What space are you looking for? An evaluation of organizational climate and its relationship with job burnout in hospital and college libraries Revise, redUX, re-cycle: iterative website usability studies in an assessment cycle
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1