Assessment of Information Literacy and Its Relationship With Learning Outcomes

  1. Martínez-Abad, Fernando 1
  2. Torrijos-Fincias, Patricia 1
  3. Gamazo, Adriana 1
  4. Conde, María José Rodríguez 1
  1. 1 University of Salamanca, Spain
Libro:
Global Implications of Emerging Technology Trends
  1. Francisco José García-Peñalvo (coord.)

ISSN: 1935-3391,  1935-3405

ISBN: 9781522549444

Año de publicación: 2018

Páginas: 1-18

Tipo: Capítulo de Libro

DOI: 10.4018/978-1-5225-4944-4.CH001 GOOGLE SCHOLAR lock_openAcceso abierto editor

Objetivos de desarrollo sostenible

Resumen

The global integration of competence-based education and training systems and the search for a generalized common framework for the incorporation of key competences in the curriculums of national education systems have generated a growing need for information literacy as a way of advancing to the awaited knowledge society. Large-scale assessments of student performance present criterion variables such as language, mathematics, or science, but it is noticeable how these assessments leave aside contents from other key competences such as information literacy. This chapter shows a theoretical approach to the subject and an example of an empirical study that aims to shed some light to the topic of information literacy by analysing the relationship between the level of information literacy shown by a student and their academic performance in subjects such as language and mathematics. The results suggest that it is possible to develop an instrument for the assessment of the complex information literacy competence, and which is also easy to administer in the classroom.

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