information literacy 2000.06.21 kwandong university developing the model of information literacy...

2000.06.21

KWANDONG UNIVERSITY

INFORMATION LITERACY

DEVELOPING THE MODEL OF DEVELOPING THE MODEL OF

INFORMATION LITERACYINFORMATION LITERACY Chang-Hyeon Choi Dept. of Public Administration Kwandong University 522 Naegok-dong, Kangnung City 210-701, Korea (E-mail: [email protected]) This paper is a part of larger project, and is partially fu

nded by Korean Ministry of Information & Telecommunications.

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ABSTRACTABSTRACT As information society emerges, the

traditional definition of literacy should also be changed. In the industrial society literacy is categorized into three factors such as prose, document and quantitative literacy according to literature review. The purpose of this paper is to explore and confirm the underlying factors of information literacy, and to develop the model of information literacy measure. Numerous information society related policies have been made, but seldom with the knowledge of the level of information literacy of the nation.. Three factors were confirmed as factors of information literacy.

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Economic Impact Research shows a strong connection between

literacy and economic performance. Businesses in today's changing economy need

workers with increasingly higher skills and more knowledge. Investments in human resource development (education and raining) have greater pay off than capital investments. The number of companies reporting skilled worker shortages more than doubled between 1995 and 1998, from

27 percent to 47 percent.

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Traditional LiteracyTraditional Literacy

3 Dimensions1. Writing Literacy2. Reading3. Computational

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INFORMATION LITERACYLITERATURE REVIEW The concept of information literacy has been used sin

ce 1970’s. Horton(1983) Proposed hierarchy of information needs applying need hierarchy theory of Maslow.

Existing research touched only on the definition and indicator of Info Lit

For example, Presidential Committee on Info Lit (‘89), SUNY (‘97), etc.

According to, Big Six Skills Approach by Eisenberg & Berkowitz (‘92), Information literacy

1. task definition, 2. information seeking strategies, 3. location and access, 4. use of information, 5. synthesis, 6. evaluation.

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1.TASK DEFINITION: The first step in the information problem-solving process is to recognize that an information need exists, to define the problem, and to identify the types and amount of information needed. In terms of technology,

People will be able to: A. Use desktop conferencing, e-mail, and

groupware software on local area networks to communicate with others regarding assignments, tasks, and information problems.

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2. INFORMATION SEEKING STRATEGIES: Once the information problem has been formulated, people must consider all possible information sources and develop a plan for searching.

People will be able to: A. Assess the value of various types of electronic resources

for data gathering, including databases, CD-ROM resources, commercial and Internet online resources, electronic reference works, community and government information electronic resources.*

B. Identify and apply specific criteria for evaluating computerized electronic resources.

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3. LOCATION AND ACCESS: After people determine their priorities for information seeking, they must locate information from a variety of resources and access specific information found within individual resources.

People will be able to: A. Locate and use appropriate computer resources and

technologies available within the media center, including those on the library media center's local area network, (e.g., online catalogs, periodical indexes, full-text sources, multimedia computer stations, CD-ROM stations, online terminals, scanners, digital cameras).

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4.USE OF INFORMATION: After finding potentially useful resources, people must engage (read, view, listen) the information to determine its relevance and then extract the relevant information.

People will be able to: A. Connect and operate the computer technology

needed to access information, and read the guides and manuals associated with such tasks.

B. View,download, decompress and open documents and programs from Internet site and archives.*

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5. SYNTHESIS: People must organize and communicate the results of the information problem-solving effort.

People will be able to: A. Classify and group information using a word

processor, database or spreadsheet.

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6. EVALUATION: Evaluation focuses on how well the final product meets the original task (effectiveness) and the process of how well people carried out the information problem-solving process (efficiency). People may evaluate their own work and process or be evaluated by others.

People will be able to: A. Evaluate electronic presentations in terms of both the con

tent and format.

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Research MethodologyResearch Methodology

LISRELCan combine factor analysis andmeasurement model to treat both latent vars and directly obs

erved vars simultaneously and to estimate error terms of each var.Not only EFA but also CFA

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Results of LISRELResults of LISREL

44 questionaire items were developed to measure information literacy (8 subfactors)

First Exploratory factor analysis (EFA) was performed

According to Confirmatory factor analysis (CFA), 3 latent variables were confirmed as dimensions of InfoLit.

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KWANDONG UNIVERSITY


As shown in Figure 1, three factors were confirmed as dimensions of information literacy.

AUTO

ETHIC

CAPTURE

STOREPRT

NET

PCBASIC

WORDP

SPREADS

INFOLIT

NETLIT

COMLIT

0.30

0.63

0.56

0.32

0.36

0.59

0.34

0.510.51

1.00

1.00

1.00

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Table 1: Confirmatory Test of Goodness-of-Fit Index Table 1: Confirmatory Test of Goodness-of-Fit Index (GFI)(GFI)

• 3-Factor Model with measurement errors

ModelCHI

squareProb df GFI AGFI NFI

Figure

Null1933.2

1.000 20 .95 .90 .94

2-Facto

r1933 .000 19 .95 .90 .94

3-F1933.2

1.000 17 .97 .93 .96

3-F*1933.2

1.120 13 .99 .98 .99 1

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ConclusionsConclusions To respond effectively to an ever-changing environmen

t, people need more than just a knowledge base. They need techniques for exploring, making connections, and making practical use of information. Information-literate citizens know how to use information to their best advantage at work and in everyday life.

The results of this paper can provide useful tools for determining the strategic target group in implementing information–related policy.

Changing and evolving construct (Com Lit--Net Lit --Info Lit)

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information literacy 2000.06.21 kwandong university developing the model of information literacy...

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