Information Literacy Development and Assessment in K-12 Education: A Systematic Review

核心概念

Information literacy involves a set of fundamental skills for the 21st century, including the ability to search, critically evaluate, and effectively use information. Developing these skills in K-12 students is crucial to prepare them for the information-rich world.

摘要

This systematic review examines the evolution and current state of information literacy (IL) development and assessment at the K-12 school level. The review addresses six key research questions:

1. How has information literacy been defined over time?
   The review found a consensus around defining IL as the ability to locate, access, search, evaluate, and use information effectively in different contexts, including physical and digital environments. The definitions highlight critical analysis, problem-solving, communication, and learning as key aspects of IL.

2. What are the skills or competences related to IL?
   The review identified 22 key IL skills, which were grouped into four categories: Locate, Understand, Use, and Evaluate. The most frequently mentioned skills are in the Locate and Evaluate categories, while Understand skills are less emphasized.

3. What tools and techniques are proposed for assessing information skills of school students?
   The most common assessment methods are custom-made questionnaires, individual interviews, and project evaluations. Standardized tests are used less frequently. The lack of standardized assessment tools indicates a need for more research in this area.

4. What technological tools are discussed to develop information skills on school students?
   The review found limited reporting on specific technological tools used to develop IL skills. Only a few studies described using simulated ICT applications, the Minecraft game, and the SCY-Lab learning environment.

5. How does the use of technological tools impact the development of information skills?
   The limited information on technological tools makes it difficult to assess their impact. The few studies that reported tool usage suggest positive effects on students' information search, evaluation, and application.

6. Which IL standards for K-12 students are addressed in the literature?
   The review identified 26 IL-related standards, models, and frameworks, most of which target secondary or general education. Few are specifically designed for elementary school students.

Overall, the review highlights the growing importance of IL in K-12 education and the need for more research on effective assessment methods, technological tools, and standards tailored to the K-12 context.

统计

"Information literacy is the ability to know when there is a need for information, to be able to identify, locate, evaluate, and then use that information effectively to make informed decisions." (Bebbington & Vellino, 2015, p.8)
"Information literacy is an important area of research because of the abundance of readily available information that needs to be located, evaluated, and analysed to be used effectively and appropriately." (Kovalik, Yutzey & Piazza 2013, p.2)
"to critically analyse this information" (List, Brante & Klee, 2020, p.2)
"ability to be creative and innovative, solving problems and thinking critically with the Internet and computers" (Aesaert et al. (2015), quoted in Zhang and Zhu (2016, 580))
"collaborate, create and share contents and create knowledge; in an effective, efficient, proper, critical, creative, autonomous, flexible, ethical and reflexive way" (Martínez-Piñeiro, Gewerc, & Rodríguez-Groba, 2019, p.4)
"and uses information in critical thinking and problem solving" (Isfandyari-Moghaddam & Kashi-Nahanji, 2011, p.619)

引用

"information literate people know how to find, evaluate, and use information effectively to solve a particular problem or make a decision" (American Library Association, 1989, para. 19)
"information literacy is using information creatively and reflectively, so that learners' learning experiences can be expanded" (Chen & Chen, 2016, p.508)
"The definitions of ICT literacy, ICT competence, digital literacy and digital competence are also closely related to digital media literacy. According to ETS (2007), ICT literacy is using digital technology, communications tools and/or networks to access, manage, integrate, evaluate and create information in order to function in a knowledge society" (Zhang & Zhu, 2016, p.580)

从中提取的关键见解

Information literacy development and assessment at school level: a systematic review of the literature

by Luz ... 在 arxiv.org 05-01-2024

https://arxiv.org/pdf/2404.19020.pdf

更深入的查询

How can information literacy development and assessment be better integrated into K-12 curriculum and teaching practices?

In order to better integrate information literacy development and assessment into K-12 curriculum and teaching practices, several strategies can be implemented:

Curriculum Integration: Information literacy should be embedded across all subjects and not treated as a standalone topic. Teachers can incorporate IL skills into their lesson plans, assignments, and projects, emphasizing the importance of critical thinking, research skills, and information evaluation.

Professional Development: Teachers need training on how to teach information literacy effectively. Professional development workshops can help educators understand the importance of IL, learn how to integrate it into their teaching, and stay updated on the latest trends and tools in the field.

Collaboration: Librarians can play a crucial role in supporting information literacy development. Collaborating with school librarians can enhance students' access to resources, research skills, and guidance on information evaluation.

Assessment Strategies: Implementing varied assessment methods, such as project-based assessments, research papers, presentations, and digital portfolios, can provide a comprehensive view of students' information literacy skills. Rubrics tailored to IL competencies can help in evaluating student performance accurately.

Technology Integration: Utilizing educational technology tools and online resources can enhance information literacy instruction. Platforms that simulate real-world research scenarios, online databases, and digital research tools can aid in developing students' IL skills.

How might emerging technologies, such as artificial intelligence and virtual/augmented reality, impact the future of information literacy education and assessment?

The integration of emerging technologies like artificial intelligence (AI) and virtual/augmented reality (VR/AR) can revolutionize information literacy education and assessment in the following ways:

Personalized Learning: AI can analyze students' learning patterns and provide personalized recommendations for improving information literacy skills. Adaptive learning platforms powered by AI can offer tailored resources and activities based on individual needs.

Interactive Learning: VR/AR technologies can create immersive learning experiences where students can engage with information in a virtual environment. This hands-on approach can enhance critical thinking, problem-solving, and information evaluation skills.

Data Analytics: AI can analyze large datasets to track students' progress in information literacy development. By collecting and analyzing data on students' research behaviors, AI can provide insights for educators to tailor instruction and interventions effectively.

Gamification: Incorporating elements of gamification using AI algorithms can make learning information literacy more engaging and interactive. Game-based learning platforms can motivate students to practice research skills, information evaluation, and critical thinking in a fun and challenging way.

Assessment Automation: AI-powered assessment tools can streamline the evaluation of students' information literacy skills. Automated grading systems can provide instant feedback on research assignments, quizzes, and projects, allowing teachers to focus more on personalized instruction and support.

What are the potential challenges and barriers to implementing effective information literacy programs in K-12 schools, and how can they be addressed?

Several challenges and barriers may hinder the effective implementation of information literacy programs in K-12 schools:

Lack of Awareness: Educators, students, and parents may not fully understand the importance of information literacy or how to develop these skills. Awareness campaigns and professional development sessions can help address this issue.

Resource Constraints: Limited access to updated materials, technology, and professional development opportunities can impede the implementation of robust information literacy programs. Securing funding and resources for libraries, technology, and training is essential.

Curriculum Overload: With a crowded curriculum, teachers may struggle to find time to incorporate information literacy skills effectively. Integrating IL into existing subjects and collaborating with librarians can help alleviate this challenge.

Digital Divide: Disparities in access to technology and internet connectivity among students can hinder their ability to develop information literacy skills. Schools need to ensure equitable access to digital resources and support for all students.

Assessment Complexity: Designing and implementing effective assessment strategies for information literacy can be challenging. Providing training for teachers on assessment methods, using rubrics, and leveraging technology for assessment can help overcome this barrier.

Resistance to Change: Educators and administrators may resist incorporating new teaching methods or technologies for information literacy. Building a culture of continuous learning, providing ongoing support, and showcasing the benefits of IL can help overcome resistance.

By addressing these challenges through a combination of awareness-building, resource allocation, curriculum integration, technology integration, and professional development, K-12 schools can successfully implement effective information literacy programs.