Persistent Link:
http://hdl.handle.net/10150/105864
Title:
Developing information literacy measures for higher education
Author:
Abdullah, Szarina; Ahmad Kassim, Norliya; Mohd Saad, Mohd Sharif; Tarmuchi, Noe Rashimahwati; Aripin, Rasimah
Editors:
Khoo, C.; Singh, D.; Chaudhry, A.S.
Citation:
Developing information literacy measures for higher education 2006, :219-228
Publisher:
School of Communication & Information, Nanyang Technological University
Issue Date:
2006
URI:
http://hdl.handle.net/10150/105864
Submitted date:
2007-05-24
Abstract:
This is the first part of a report of an investigation on Information Literacy (IL) among final year students in six Malaysian universities in the Klang Valley. The study attempts to measure studentsâ IL competency in key areas, namely, the ability to identify, access, retrieve, evaluate, and organise needed information to achieve certain purposes. A self-administered questionnaire was used as the instrument for data collection, conducted during August and September 2005. Respondents comprised students from 3 main fields, i.e. Science and Technology, Social Science and Humanities, Business and Accountancy. A total of 1,100 responses are used for data analysis. Scores are assigned for identifying levels of competency as: 0 = wrong answer, 1=beginner, 2=intermediate and 3=advanced. Results of the analysis reveal that half (50.1%) of the respondents are at the intermediate IL level while more than one-third (38.4%) are beginners, and slightly more than ten percent (11.5%) can be categorized as at the advanced competency level. Respondents with higher competency levels are those who frequently read materials in English, use the Internet to download programs / software, search databases for aca-demic materials, use the library to read academic journals and discuss academic matters, compared to those who go to the library for other reasons such as to borrow books, meet friends or study. Compulsory information skills courses are found to be related to competency levels, but this relationship is not statistically significant. There is no significant difference in the competency level between those who are currently writing a thesis and those who are not. However, there is a significant difference in IL competency between those who have written assignments in an essay format and those who have not.
Type:
Conference Paper
Language:
en
Keywords:
Information Literacy
Local subject classification:
information literacy measures; Malaysia; higher education

Full metadata record

DC FieldValue Language
dc.contributor.authorAbdullah, Szarinaen_US
dc.contributor.authorAhmad Kassim, Norliyaen_US
dc.contributor.authorMohd Saad, Mohd Sharifen_US
dc.contributor.authorTarmuchi, Noe Rashimahwatien_US
dc.contributor.authorAripin, Rasimahen_US
dc.contributor.editorKhoo, C.en_US
dc.contributor.editorSingh, D.en_US
dc.contributor.editorChaudhry, A.S.en_US
dc.date.accessioned2007-05-24T00:00:01Z-
dc.date.available2010-06-18T23:35:46Z-
dc.date.issued2006en_US
dc.date.submitted2007-05-24en_US
dc.identifier.citationDeveloping information literacy measures for higher education 2006, :219-228en_US
dc.identifier.urihttp://hdl.handle.net/10150/105864-
dc.description.abstractThis is the first part of a report of an investigation on Information Literacy (IL) among final year students in six Malaysian universities in the Klang Valley. The study attempts to measure studentsâ IL competency in key areas, namely, the ability to identify, access, retrieve, evaluate, and organise needed information to achieve certain purposes. A self-administered questionnaire was used as the instrument for data collection, conducted during August and September 2005. Respondents comprised students from 3 main fields, i.e. Science and Technology, Social Science and Humanities, Business and Accountancy. A total of 1,100 responses are used for data analysis. Scores are assigned for identifying levels of competency as: 0 = wrong answer, 1=beginner, 2=intermediate and 3=advanced. Results of the analysis reveal that half (50.1%) of the respondents are at the intermediate IL level while more than one-third (38.4%) are beginners, and slightly more than ten percent (11.5%) can be categorized as at the advanced competency level. Respondents with higher competency levels are those who frequently read materials in English, use the Internet to download programs / software, search databases for aca-demic materials, use the library to read academic journals and discuss academic matters, compared to those who go to the library for other reasons such as to borrow books, meet friends or study. Compulsory information skills courses are found to be related to competency levels, but this relationship is not statistically significant. There is no significant difference in the competency level between those who are currently writing a thesis and those who are not. However, there is a significant difference in IL competency between those who have written assignments in an essay format and those who have not.en_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoenen_US
dc.publisherSchool of Communication & Information, Nanyang Technological Universityen_US
dc.subjectInformation Literacyen_US
dc.subject.otherinformation literacy measuresen_US
dc.subject.otherMalaysiaen_US
dc.subject.otherhigher educationen_US
dc.titleDeveloping information literacy measures for higher educationen_US
dc.typeConference Paperen_US
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