By Suzana Sukovic
#EBLIPRG (Evidence Based Library and Information Practice Reading Group) is meeting again on Twitter. For this meeting, we have tried to choose time to include colleagues from other parts of the world who have expressed interest in joining us. No time slot is good for all, but this should be doable for quite a few people on the Northern hemisphere as well as for Antipodeans.
WHEN? Thursday 31 March at 8 pm AEDT (Sydney-Canberra-Melbourne).
HOW TO JOIN? Use #EBLIPRG on Twitter and start chatting. Also check the LARK Diigo group (link on the left-hand side menu) for some useful tools and suggestions how to discuss on Twitter (tag “Twitter”).
My chosen reading for this meeting should be of interest to library and information professionals who work with young people in high schools, at universities and public libraries. In Australia, academic year started a couple of months ago at schools and just weeks ago at universities. The question of how prepared high school students are for academic work is very relevant for many of us.
ARTICLE.
Smith, Jorden K., et al. “Information literacy proficiency: Assessing the gap in high school students’ readiness for undergraduate academic work.” Library & Information Science Research 35.2 (2013): 88-96.
Available here
Abstract
This
study examines how high school students’ information literacy (IL)
skills prepare them for academic work in the digital age. The project
included: (a) an audit of university IL practices; and (b) the
administration of the James Madison University (JMU) Information
Literacy Test (ILT) to 103 twelfth grade students in Alberta, Canada.
Due to the low stakes of the test, there was concern about the
reliability of the results. Rapid guessing, response time effort, and
motivation filters were applied to confirm the reliability of the
results. Results indicate a gap between expectations of high school
students and their skills. Using a standardized test, potential incoming
undergraduate IL proficiency was identified, including student
strengths and weaknesses. The audit identified IL policies and practices
at the university, indicating discrepancies in the IL instruction
students may receive. Findings indicate that students lack the IL
proficiency required to succeed in the post-secondary educational
environment, and the libraries are not prepared to effectively address
this gap.
study examines how high school students’ information literacy (IL)
skills prepare them for academic work in the digital age. The project
included: (a) an audit of university IL practices; and (b) the
administration of the James Madison University (JMU) Information
Literacy Test (ILT) to 103 twelfth grade students in Alberta, Canada.
Due to the low stakes of the test, there was concern about the
reliability of the results. Rapid guessing, response time effort, and
motivation filters were applied to confirm the reliability of the
results. Results indicate a gap between expectations of high school
students and their skills. Using a standardized test, potential incoming
undergraduate IL proficiency was identified, including student
strengths and weaknesses. The audit identified IL policies and practices
at the university, indicating discrepancies in the IL instruction
students may receive. Findings indicate that students lack the IL
proficiency required to succeed in the post-secondary educational
environment, and the libraries are not prepared to effectively address
this gap.
We would like to compare evidence from the article with your experience and discuss possible interventions. There is always a good question of how we can bring EBLIP into our information literacy work.
Hope to talk to you on Twitter.
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