Gross, M.; Latham, D.: What's skill got to do with it? : information literacy skills and self-views of ability among first-year college students (2012)
0.01
0.011272406 = product of:
0.033817217 = sum of:
0.033817217 = weight(_text_:data in 75) [ClassicSimilarity], result of:
0.033817217 = score(doc=75,freq=2.0), product of:
0.16132914 = queryWeight, product of:
3.1620505 = idf(docFreq=5088, maxDocs=44218)
0.051020417 = queryNorm
0.2096163 = fieldWeight in 75, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
3.1620505 = idf(docFreq=5088, maxDocs=44218)
0.046875 = fieldNorm(doc=75)
0.33333334 = coord(1/3)
- Abstract
- This study replicates a previous study based on work in psychology, which demonstrates that students who score as below proficient in information literacy (IL) skills have a miscalibrated self-view of their ability. Simply stated, these students tend to believe that they have above-average IL skills, when, in fact, an objective test of their ability indicates that they are below-proficient in terms of their actual skills. This investigation was part of an Institute of Museum and Library Services-funded project and includes demographic data about participants, their scores on an objective test of their information literacy skills, and self-estimates of their ability. Findings support previous research that indicates many students come to college without proficient IL skills, that students with below-proficient IL skills have inflated views of their ability, and that this miscalibration can also be expressed by students who test as proficient. Implications for research and practice are discussed.
