Information literacy proficiency: Assessing the gap in high school students' readiness for undergraduate academic work |
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| Authors: | Jorden K Smith Lisa M Given Heidi Julien Dana Ouellette Kathleen DeLong |
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| Institution: | 1. Rutherford Library, University of Alberta, Edmonton, AB, Canada T6G 2J8;2. School of Information Studies & Research Institute for Professional Practice, Learning and Education, Charles Sturt University, Boorooma St., Locked Bag 588, Wagga Wagga, NSW 2678, Australia;3. School of Library and Information Studies, University of Alabama, 513 Gorgas Library, P.O. Box 870252, Tuscaloosa, AL 35487-0252, USA;4. Concordia University College of Alberta, 7128 Ada Boulevard, Edmonton, AB, Canada T5B 4E4 |
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| Abstract: | This study examines how high school students' information literacy (IL) skills prepare them for academic work in the digital age. The project included: (a) an audit of university IL practices; and (b) the administration of the James Madison University (JMU) Information Literacy Test (ILT) to 103 twelfth grade students in Alberta, Canada. Due to the low stakes of the test, there was concern about the reliability of the results. Rapid guessing, response time effort, and motivation filters were applied to confirm the reliability of the results. Results indicate a gap between expectations of high school students and their skills. Using a standardized test, potential incoming undergraduate IL proficiency was identified, including student strengths and weaknesses. The audit identified IL policies and practices at the university, indicating discrepancies in the IL instruction students may receive. Findings indicate that students lack the IL proficiency required to succeed in the post-secondary educational environment, and the libraries are not prepared to effectively address this gap. |
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