The Learning Outcome Assessment of Embedded Information Literacy Education from the Perspective of Practice Paradigm

Abstract

Abstract: Information search competency is the core element of information literacy competency, and it is also the core index to evaluate the learning outcome of information literacy education from practical paradigm. In the context of the ACRL Information Literacy Framework for Higher Education, and focusing on “exploratory academic information search”, we carried out embedded information literacy education. The task-based information search ability test was used to simulate learners’ academic information search scenarios, and learners were assessed by their performance in completing tasks. By comparing the test results of the pre-test and post-test between the experimental group and the control group, the teaching effectiveness of the embedded information literacy education program was tested. The pre-test results showed that most of the students’ academic information search competency needs to be improved—60.39% of the students can only complete simple academic information search tasks. The post-test results proved, from practical aspect, that this information literacy education project had improved learners’ information search competency. The average post-test score of the experimental group participating in this project was 11.79 higher than that of the control group, and the practical search competency was improved by an average of 1 grade. This study evaluated the teaching effect of information literacy from the practical perspective of users’ information searching competency. It provides reference for exploring and improving the teaching effect under the practice paradigm.

Liu Li, Xia Hongyu, Zhang Qiang( Hubei University of Technology Library, School of Information Management, Central China Normal University, Digital Humanities Research Center, Renmin University of China). The Learning Outcome Assessment of Embedded Information Literacy Education from the Perspective of Practice Paradigm[J]. Libraly Journal, 2022, 41(8): 93-99.

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