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Evaluating an Information Literacy Assessment Instrument: Evaluating an Information Literacy Assessment Instrument

Beutelspacher, Lisa; Henkel, Maria; Schlögl, Christian

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  <identifier identifierType="DOI">10.5281/zenodo.17980</identifier>
      <creatorName>Beutelspacher, Lisa</creatorName>
      <affiliation>Heinrich-Heine-University Düsseldorf, Germany</affiliation>
      <creatorName>Henkel, Maria</creatorName>
      <affiliation>Heinrich-Heine-University Düsseldorf, Germany</affiliation>
      <creatorName>Schlögl, Christian</creatorName>
      <affiliation>University of Graz, Austria</affiliation>
    <title>Evaluating an Information Literacy Assessment Instrument: Evaluating an Information Literacy Assessment Instrument</title>
    <subject>Information literacy,</subject>
    <subject>Information literacy standards,</subject>
    <subject>Multiple choice questionnaire,</subject>
    <subject>Assessment instrument,</subject>
    <subject>Questionnaire evaluation</subject>
    <date dateType="Issued">2015-05-26</date>
  <resourceType resourceTypeGeneral="ConferencePaper"/>
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    <rights rightsURI="">Creative Commons Attribution 4.0 International</rights>
    <rights rightsURI="info:eu-repo/semantics/openAccess">Open Access</rights>
    <description descriptionType="Abstract">&lt;p&gt;Google is both a bane and a boon. One of its greatest merits is that it empowers&lt;br /&gt;
users, even with little IT and/or information retrieval skills, to find information&lt;br /&gt;
easily on the Web. However, at the same time there is the danger that&lt;br /&gt;
many users start believing that they are highly information literate. In order&lt;br /&gt;
to avoid such wrong self-evaluations, multiple choice questionnaires could&lt;br /&gt;
be a promising approach since they allow a quick (self-) assessment of the&lt;br /&gt;
respective level of information literacy.&lt;br /&gt;
This article reports on a survey in which such an information literacy questionnaire&lt;br /&gt;
was used to assess information literacy of students in a bachelor&lt;br /&gt;
course providing an introduction to this topic. For this purpose, the test instrument&lt;br /&gt;
which was developed at the University of D&amp;uuml;sseldorf (Beutelspacher&lt;br /&gt;
2014a) was slightly adopted to the professional background of the&lt;br /&gt;
students (business administration). In this article, we will report about the&lt;br /&gt;
acceptance of this test instrument by the business administration students,&lt;br /&gt;
about the experienced advantages, the perceived problem areas, and those&lt;br /&gt;
information literacy aspects which cannot be covered by such an instrument&lt;br /&gt;
in their opinion.&lt;/p&gt;</description>
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