How information literate are you? A self-assessment by students enrolled in a Competitive Intelligence elective
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
Room 212
Proposal
Students registered for a Competitive Intelligence (CI) course at two different universities were asked to assess their information capabilities by taking pre- and post-test surveys. The undergraduate class was taught online over 16 weeks to students with a minor in Information Studies; the dual degree MBA-MSIS class was taught in a traditional classroom environment over eight weeks. Students were asked to assess their information behaviors prior to the first session and last session of the course. In each case, 21 students completed both the pre- and post-tests.
The self-evaluation consisted of 11 behavioral statements regarding efficiencies and knowledge of best practices for information-seeking behaviors and analysis, derived from “Integrating information literacy as a habit of learning – assessing the impact of a golden thread of IL through the curriculum.”[1] Based on “How information literate are you? A self-assessment by students enrolled in a competitive intelligence elective,”[2] this presentation begins with an explanation as to why self-assessment is an exemplary practice. It compares how students assessed their own information literacy skills prior to taking the course and afterwards, providing insights into how today’s students see themselves and how they assess how well they learn. The results point to how information literacy training embedded in course work can influence the future learning habits of students.
[1] Brent, M and Stockdale, E. (2009). “Integrating information literacy as a habit of learning – assessing the impact of a golden thread of IL through the curriculum.” Journal of Information Literacy 3: 43-50. Retrieved March 14, 2014 from, http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/PRA-V3-I1-2009-4
[2] Keiser, B. (8 November 2016). “How information literate are you? A self-assessment by students enrolled in a competitive intelligence elective.” Journal of Business and Finance Librarianship 21: 210-228. Available at http://dx.doi.org/10.1080/08963568.2016.1226613
Short Description
Students registered for a Competitive Intelligence (CI) course at two different universities were asked to assess their information capabilities by taking pre- and post-test surveys. This presentation compares how students assessed their information literacy skills prior to taking the same course and afterwards, providing insights into how today’s students see themselves and how they assess how well they learn. The results point to how information literacy training embedded in course work can influence the future learning habits of students.
Keywords
Information literacy, self-assessment, competitive intelligence
Publication Type and Release Option
Event
Recommended Citation
Keiser, Barbie E., "How information literate are you? A self-assessment by students enrolled in a Competitive Intelligence elective" (2017). Georgia International Conference on Information Literacy. 11.
https://digitalcommons.georgiasouthern.edu/gaintlit/2017/2017/11
How information literate are you? A self-assessment by students enrolled in a Competitive Intelligence elective
Room 212
Students registered for a Competitive Intelligence (CI) course at two different universities were asked to assess their information capabilities by taking pre- and post-test surveys. The undergraduate class was taught online over 16 weeks to students with a minor in Information Studies; the dual degree MBA-MSIS class was taught in a traditional classroom environment over eight weeks. Students were asked to assess their information behaviors prior to the first session and last session of the course. In each case, 21 students completed both the pre- and post-tests.
The self-evaluation consisted of 11 behavioral statements regarding efficiencies and knowledge of best practices for information-seeking behaviors and analysis, derived from “Integrating information literacy as a habit of learning – assessing the impact of a golden thread of IL through the curriculum.”[1] Based on “How information literate are you? A self-assessment by students enrolled in a competitive intelligence elective,”[2] this presentation begins with an explanation as to why self-assessment is an exemplary practice. It compares how students assessed their own information literacy skills prior to taking the course and afterwards, providing insights into how today’s students see themselves and how they assess how well they learn. The results point to how information literacy training embedded in course work can influence the future learning habits of students.
[1] Brent, M and Stockdale, E. (2009). “Integrating information literacy as a habit of learning – assessing the impact of a golden thread of IL through the curriculum.” Journal of Information Literacy 3: 43-50. Retrieved March 14, 2014 from, http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/PRA-V3-I1-2009-4
[2] Keiser, B. (8 November 2016). “How information literate are you? A self-assessment by students enrolled in a competitive intelligence elective.” Journal of Business and Finance Librarianship 21: 210-228. Available at http://dx.doi.org/10.1080/08963568.2016.1226613
