D 2022

Information Literacy of University Students and Its Improvement by a Campus-Wide Course: A Comparison of Czech Private and Public University

VIZVÁRY, Pavla and Iva ZADRAŽILOVÁ

Basic information

Original name

Information Literacy of University Students and Its Improvement by a Campus-Wide Course: A Comparison of Czech Private and Public University

Authors

VIZVÁRY, Pavla (203 Czech Republic, guarantor, belonging to the institution) and Iva ZADRAŽILOVÁ (203 Czech Republic)

Edition

Cham, Information Literacy in a Post-Truth Era, p. 354-363, 10 pp. 2022

Publisher

Springer

Other information

Language

English

Type of outcome

Stať ve sborníku

Field of Study

50803 Information science

Country of publisher

Switzerland

Confidentiality degree

není předmětem státního či obchodního tajemství

Publication form

electronic version available online

References:

RIV identification code

RIV/00216224:14210/22:00126015

Organization unit

Faculty of Arts

ISBN

978-3-030-99884-4

ISSN

Keywords in English

Blended learning; E-learning; Information literacy; Information literacy education; Private university; Research

Tags

Tags

International impact, Reviewed
Změněno: 3/4/2023 15:02, Mgr. et Mgr. Lucie Racyn

Abstract

V originále

Information literacy is supposed to be an integral part of higher education. This paper presents research on students’ information literacy skills and their improvement after completing a course at a private university Ambis, compared to a similar survey conducted at public Masaryk University. Unlike the latter, Ambis students’ self-evaluation showed only a slight improvement in the competencies examined, most likely due to their prior practical experience. The objective evaluation revealed even more substantial differences between the two universities. While Ambis students displayed a higher starting level of information literacy in the pretest, for their MU counterparts, posttests revealed statistically significant improvements after finishing the course. Despite the potential of massive online courses, the contradictory outcomes of the present research are affected by the very massification of higher education and the related insufficient tutor staffing of the information literacy course.