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Att undersöka informationskompetenser: Analys av en bedömningsmodell
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of ALM.
2013 (Swedish)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

This report presents the results from a two-year master thesis project. It is an analytical and empirical study of a model that will be used to assess and evaluate texts written by students for searching for and acquiring information. Our investigation covers the model’s criteria and properties in a sociocultural perspective.The basis is earlier research by Bruce (1997) but most of all it is founded on a still on-going research project at the Karolinska Institute’s library in Sweden (KI) which has now been carried out for one year. Whilst the latter work is indeed still in progress, the aim is to establish and develop an assessment model for information literacy. Contrary to previous research, including the mentioned project, this master thesis project contributes with a new analysis together with revised and new data. A sociocultural perspective has been applied and with this we obtain some new insights that we hope can improve our understanding of what is an appropriate assessment model of this kind including also in a more general environment.

The model from the KI project is considered here as a mediating tool that both affects the context to which is applied while also being dependent on that context. The model in question is usable in many other contexts than that of the mentioned project where it is used simply to assess student information literacy. An example is an application to increase the understanding of information literacy and pedagogical methods for university studies for librarians. We expect that these insights, as detailed in the report, will help in the future to enable more general applicability and hence giving us a more valuable tool. Our work anchors these results in an analytical study supported by aggregated new and previous empirical data.Furthermore, we show that parts of the model in question depend on the models function inside the organization. One result is the actual identification of the properties that have such dependencies. Previous research, on which this study is founded, uses a variety of methodological approaches. Occasionally, this is done with an assumption that the underlying concepts are interchangeable. However, our study shows that the assessment model is in fact more complex. To this end, we demonstrate that the previously made assumptions cannot be made in general.The sociocultural perspective that we apply furthers our understanding of the model from Bruce and the KI pro-ject. The overall conclusion of this master thesis project is that a model of information literacy must always be contextual and, furthermore, that a sociocultural perspective should be applied since it improves the applicability and generality of such a model.The model from the KI project is considered here as a mediating tool that both affects the context to which is applied while also being dependent on that context. The model in question is usable in many other contexts than that of the mentioned project where it is used simply to assess student information literacy. An example is an application to increase the understanding of information literacy and pedagogical methods for university studies for librarians. We expect that these insights, as detailed in the report, will help in the future to enable more general applicability and hence giving us a more valuable tool. Our work anchors these results in an analytical study supported by aggregated new and previous empirical data.Furthermore, we show that parts of the model in question depend on the models function inside the organization. One result is the actual identification of the properties that have such dependencies. Previous research, on which this study is founded, uses a variety of methodological approaches. Occasionally, this is done with an assumption that the underlying concepts are interchangeable. However, our study shows that the assessment model is in fact more complex. To this end, we demonstrate that the previously made assumptions cannot be made in general. The sociocultural perspective that we apply furthers our understanding of the model from Bruce and the KI project. The overall conclusion of this master thesis project is that a model of information literacy must always be contextual and, furthermore, that a sociocultural perspective should be applied since it improves the applicability and generality of such a model.

Place, publisher, year, edition, pages
2013. , 67 p.
Keyword [en]
Information literacy, Students, Higher education, Sweden, Evaluation
Keyword [sv]
Informationskompetens, Högskolestuderande, Sverige, Utvärdering
National Category
Humanities
Identifiers
URN: urn:nbn:se:uu:diva-202210Local ID: 608OAI: oai:DiVA.org:uu-202210DiVA: diva2:631434
Subject / course
Library and Information Science
Educational program
Master Programme in ALM
Uppsok
Humanities, Theology
Available from: 2013-06-20 Created: 2013-06-20 Last updated: 2013-06-20Bibliographically approved

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