The platform for open and practice-oriented research

product

Slimmer met een smartphone? : onderzoek naar het effect van attitude en voorkennis op ‘information problem solving’ met laptops en smartphones.

PDF

product

A scoring rubric for performance assessment of information literacy in Dutch Higher Education

The main purpose of the research was the development and testing of an assessment tool for the grading of Dutch students' performance in information problem solving during their study tasks. Scholarly literature suggests that an analytical scoring rubric would be a good tool for this.Described in this article are the construction process of such a scoring rubric and the evaluation of the prototype based on the assessment of its usefulness in educational practice, the efficiency in use and the reliability of the rubric. To test this last point, the rubric was used by two professors when they graded the same set of student products. 'Interrater reliability' for the professors' gradings was estimated by calculating absolute agreement of the scores, adjacent agreement and decision consistency. An English version of the scoring rubric has been added to this journal article as an appendix. This rubric can be used in various discipline-based courses in Higher Education in which information problem solving is one of the learning activities. After evaluating the prototype it was concluded that the rubric is particularly useful to graders as it keeps them focussed on relevant aspects during the grading process. If the rubric is used for summative evaluation of credit bearing student work, it is strongly recommended to use the scoring scheme as a whole and to let the grading work be done by at least two different markers. [Jos van Helvoort & the Chartered Institute of Library and Information Professionals-Information Literacy Group]

PDF

A scoring rubric for performance assessment of information literacy in Dutch Higher Education

product

Management information needs a common conceptual framework

The presentation of management information on screens and paper is aimed at the initiation of control actions in order to bring about predefinied goals. The terms and concepts used in this control information can be interptreted in different ways. It is of vital importance that adequate definitions for these terms and concepts are provided, because of the area of tension betrween those that control and those being controlled. The creation of a common conceptual framework and the maintenance of concepts and definitions can be supported by the construction of an organization-specific lexicon and the use of modern IT tools.

PDF

Management information needs a common conceptual framework

product

How adult students in Information Studies use a scoring rubric for the development of their information literacy skills

The purpose of this article is to expand on a previous study on the development of a scoring rubric for information literacy1. The present paper examines how students at the Department of Information Services and Information Management, The Hague University, use the scoring rubric for their school work and/or in their regular jobs and social life. The research presented here focuses on a group of adult students who follow a part time evening variant of the Bachelor curriculum. The methods employed in this study consisted of an online survey to select students who had used the scoring rubric at least once after the workshop in which it was introduced. Following on from this, a focus group with respondents who had answered positively to the invitation at the end of the survey was organised and chaired by a neutral moderator. Samples that could be used in this research were very small. The findings may therefore not be generalized to all other groups of students. However, the results appear to be of relevance to the IL community. The students who participated in the focus group reported that they used it for self-assessment throughout the course, in subsequent courses, and to become more critical of their own writings and those of other people. The research also makes clear that adult students appreciate the feedback generated by completing the scoring rubric form but that this is not a substitute for the face-to-face feedback they receive from their teachers. [Dit is de auteursversie waarvoor Elsevier toestemming heeft gegeven.]

PDF

How adult students in Information Studies use a scoring rubric for the development of their information literacy skills

product

Impact of Recent Trends in Information and Communication Technology on the Validity of the Construct Information Literacy in Higher Education

The objective of this paper is a reflective discussion on the validity of the construct Information Literacy in the perspective of changing information and communication technologies. The research question that will be answered is: what is the impact of technological developments on the relevance of the Information Literacy concept? Technological developments that will be discussed are: - content integration (federated search engines) - amateur publishing (user generated content) - use of social networks to find information - personalisation and push technology - loss of context / fragmentation of information. Research methods: desk research and critical analysis of the results that were found. The analysis of the influence of the discussed technologies on the Information Literacy concept is represented by arrow diagrams. Findings: The Information Literacy concept refers to a set of sub skills varying from retrieval skills to critical use of scholar information. Changing technologies reduce the significance of the more instrumental sub skills of the Information Literacy concept. On the other hand, higher order cognitive skills (for instance critical evaluation of resources and analysis of content) become more and more important for students and professionals who try to solve their information problems. The paper concludes with a description of the facets of the Information Literacy concept that need extra attention in the education of the knowledge workers of the future. [De hier gepubliceerde versie is het 'accepted paper' van het origineel dat is gepubliceerd op www.springerlink.com . De officiële publicatie kan worden gedownload op http://www.springerlink.com/content/n32j3um878720h40/abstract/]

PDF

Impact of Recent Trends in Information and Communication Technology on the Validity of the Construct Information Literacy in Higher Education

product

How Faculty in The Hague University of Applied Sciences Uses the Scoring Rubric for Information Literacy

The aim of this research was to gain evidence based arguments for the use of the scoring rubric for performance assessment of information literacy [1] in Dutch Universities of Applied Sciences. Faculty members from four different departments of The Hague University were interviewed on the ways in which they use the scoring rubric and their arguments for it. A fifth lecturer answered the main question by email. The topic list, which has been used as a guide for the interviews, was based on subject analysis of scholar literature on rubric use. Four of the five respondents used (parts of) the rubric for the measurement of students’ performances in information use but none of them used the rubric as it is. What the faculty staff told the researcher is that the rubric helped them to improve the grading criteria for existing assignments. Only one respondent used the rubric itself, but this lecturer extended it with some new criteria on writing skills. It was also discovered that the rubric is not only used for grading but also for the development of new learning content on research skills. [De hier gepubliceerde versie is het 'accepted paper' van het origineel dat is gepubliceerd op www.springerlink.com . De officiële publicatie kan worden gedownload op http://link.springer.com/chapter/10.1007/978-3-319-03919-0_58]

PDF

product

Information workers and their personal information management: a literature review

The research described in this paper provides insights into tools and methods which are used by professional information workers to keep and to manage their personal information. A literature study was carried out on 23 scholar papers and articles, retrieved from the ACM Digital Library and Library and Information Science Abstracts (LISA). The research questions were: - How do information workers keep and manage their information sources? - What aims do they have when building personal information collections? - What problems do they experience with the use and management of their personal collections? The main conclusion from the literature is that professional information workers use different tools and approaches for personal information management, depending on their personal style, the types of information in their collections and the devices which they use for retrieval. The main problem that they experience is that of information fragmentation over different collections and different devices. These findings can provide input for improvement of information literacy curricula in Higher Education. It has been remarked that scholar research and literature on Personal Information Management do not pay a lot of attention to the keeping and management of (bibliographic) data from external documentation. How people process the information from those sources and how this stimulates their personal learning, is completely overlooked. [The original publication is available at www.elpub.net]

PDF

Information workers and their personal information management: a literature review

product

Changing Journalistic Information-Gathering Practices?

This study explores how journalists in highspeed newsrooms gather information, how gathering activities are temporally structured and how reliability manifests itself in information-gathering activities.

PDF

Changing Journalistic Information-Gathering Practices?

product

Reconstructing with trace information

Currently, promising new tools are under development that will enable crime scene investigators to analyze fingerprints or DNA-traces at the crime scene. While these technologies could help to find a perpetrator early in the investigation, they may also strengthen confirmation bias when an incorrect scenario directs the investigation this early. In this study, 40 experienced Crime scene investigators (CSIs) investigated a mock crime scene to study the influence of rapid identification technologies on the investigation. This initial study shows that receiving identification information during the investigation results in more accurate scenarios. CSIs in general are not as much reconstructing the event that took place, but rather have a “who done it routine.” Their focus is on finding perpetrator traces with the risk of missing important information at the start of the investigation. Furthermore, identification information was mostly integrated in their final scenarios when the results of the analysis matched their expectations. CSIs have the tendency to look for confirmation, but the technology has no influence on this tendency. CSIs should be made aware of the risks of this strategy as important offender information could be missed or innocent people could be wrongfully accused.

PDF

Search results

Products 1.971

Slimmer met een smartphone? : onderzoek naar het effect van attitude en voorkennis op ‘information problem solving’ met laptops en smartphones.

A scoring rubric for performance assessment of information literacy in Dutch Higher Education

Management information needs a common conceptual framework

How adult students in Information Studies use a scoring rubric for the development of their information literacy skills

Impact of Recent Trends in Information and Communication Technology on the Validity of the Construct Information Literacy in Higher Education

How Faculty in The Hague University of Applied Sciences Uses the Scoring Rubric for Information Literacy

Information workers and their personal information management: a literature review

Changing Journalistic Information-Gathering Practices?

Reconstructing with trace information

Navigate to

Categories

Filters

Products 1.971

Slimmer met een smartphone? : onderzoek naar het effect van attitude en voorkennis op ‘information problem solving’ met laptops en smartphones.

A scoring rubric for performance assessment of information literacy in Dutch Higher Education

Management information needs a common conceptual framework

How adult students in Information Studies use a scoring rubric for the development of their information literacy skills

Impact of Recent Trends in Information and Communication Technology on the Validity of the Construct Information Literacy in Higher Education

How Faculty in The Hague University of Applied Sciences Uses the Scoring Rubric for Information Literacy

Information workers and their personal information management: a literature review

Changing Journalistic Information-Gathering Practices?

Reconstructing with trace information