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Rethinking Information Literacy – A Study of Hong Kong University students

Msc[ITE] Dissertation

Chan Yuen Chin, Mandy

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“The dawn of the information age is behind us. But don’t get too excited: it’s still morning and there’s a long way to go before lunch.”

– Steven M. Schneider

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Background

Technology increases the availability of information to students.

Technology enable distance learning and web-based learning.

New teaching methods emphasize on students’ initiatives and independence in learning.

Need for a new literacy in the 21st century. “Educated graduates” of this century are not the ones

who have loads of factual information, but ones who know how to find, evaluate, and apply needed information” (Breivik, 1998).

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Rationale for choosing IL

Information Literacy is essential to successful lifelong learning

Information Literacy is a core competency in the information age

Information Literacy contributes to improvements of learning and teaching

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Purpose of the Study

To explore Hong Kong university students’ experience in acquiring, utilizing and evaluating information in their academic studies. Perceptions; Competencies; Behaviors.

To compare Hong Kong students’ experience in information literacy with students of other countries (mainly the US).

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Research Questions

What are Hong Kong university students’ conceptions of Information Literacy (IL)?

How do Hong Kong university students acquire and use information in their academic study?

What are Hong Kong university students’ information skill levels? (How good are the students in accessing, locating and evaluating information?)

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Definitions of Information Literacy Many various definitions: A new thing or one of the

traditional literacies Array of literacies: critical, library, digital, technology

and network literacy Not only skills, but also perceptions and behaviors American Library Association (1989)

“To be information literate, an individual must recognize when information is needed and have the ability to locate, evaluate and use effectively the information needed”

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Importance of Information Literacy Learning: allows people to adapt their education to

their learning style, ability and preferred way of assimilating knowledge

Work: one of the five essential competencies for job performance (the US Department of Labor); and lack of such skills leads to low productivity

Social Life: people’s quality of life depends on their ability to choose the right thing

The study: 8 out of 10 interviewees considered IL as an important basic survival skill

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Information Literacy in different Countries US: Nation at Risk (1983) identified the

management of electronic information as a necessary skill; many universities have IL strategic blueprints and provide relevant courses

Canada: case report on government’s initiatives was submitted to United Nations

UK: Position paper of Information Skills Model Australia: Higher Education Council commissioned a

report on the role of IL at Australian universities Singapore: Thinking Schools, Learning Nation;

Master Plan 2000; Library 2000 Hong Kong: Five-Year Strategic Plan

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Research on Information Literacy Introductory Papers: definitions, historical dev

elopment, national policies, summary and literature reviews

Theoretical Frameworks: behaviorism, phenomenographic approach

Empirical Studies: large-scale survey of students’ competencies (UCLA, CSU) and qualitative study of students’ experience (Seamans, 2001)

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Theoretical Perspectives of this Study A theoretical perspective provides the philoso

phical stance and grounds for research logic and criteria

Users’ perspective: Phenomenographic approach

Objective & measurable: Behaviorist approach

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Pheonomenographic Approach - Seven faces of Information Literacy The information technology conception The information sources conception The information process conception The information control conception The knowledge construction conception The knowledge extension conception The wisdom conception

Christine Bruce (1997)

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Behaviorist Approach – Information Skills Model Basic: library and IT skills Seven pillars:

To recognize an information need To distinguish ways of addressing information gaps To construct strategies for locating information To locate and access information To compare and evaluate information To organize, apply and communicate information to others To synthesize and create information

SCONUL, 1999

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Behaviorist Approach – ACRL’s Five Competence Standards for Higher Education Defines and articulates the need for information. Selects the most appropriate methods or information

retrieval systems for accessing the needed information. Evaluates information and its sources critically and

incorporates selected information into his/her knowledge base.

Uses information effectively to accomplish a specific purpose.

Understands the economic, legal and social issues surrounding the use of information.

Association of College & Research Libraries, & American Library Association (2000)

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Combined Perspective

PerceptionsBruce’s seven categories of information literacy

Skillse.g. UK’s Information skill model

Phenomenography

BehaviorismKeys: -- Possible links

Information literacy model for understanding students’ perceptions, skills and behaviors

Actions

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Methodology - Complementarity and Triangulation Use of both quantitative and qualitative

research methodologies Use of different methods and instruments

(e.g. surveys, interviews, observations) Increase trustworthiness for a small

exploratory study

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Methodology – Research Design Participants: 45 university students, including

10 interviewees (age ranged from 19 to 45; include both part-time & full time; undergraduates and postgraduates)

Method: self-report questionnaires/checklist; focus group; in-depth interview (teachers and students); literature review; observations.

Pilot study: sent questionnaires to two colleagues and practice interviews with two students (commented on wordings & layout)

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Methodology - Instrumentation Questionnaires: 40 items; self-administered; based

on a survey used in UCLA; including demographic and background questions, information search and usage questions, and a test on students’ information competencies

Interview Questions: structured; 24 questions in six categories; modified questions used by Seamans (2001)

Observation Tasks: search information on the topic of “HK’s education policies” and use a checklist to record participants’ behaviors

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Data Collection & Analysis

Five main stages: Orientation and overview (consent) Self-reported questionnaires Observation In-depth interviews Follow-up interviews

SPSS; transcription, translation and coding

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Data Collection & Analysis – Code BookCodes Descriptions Illustrations

Demographic characteristics Students’ background information e.g., age, sex, year, major, etc.

Campus environment Facilities available and atmosphere in the campus

My campus is networked. My campus library offers various digital service

Library use experience Students’ prior use of library, e.g., frequency, usage, courses taken

I have taken library instruction course but found it useless

Library skills Students’ self-perceived library skill levels

I know most of the facilities in my campus library

Perception of information literacy Students’ definition of information literacy

Information literacy is about finding information

Importance of information literacy Students’ attitude towards the importance of information literacy

Of course [important]. It is a survival skill. It is a basic skill

Information needs Students’ awareness of having an information e.g. determine an assignment topic

I would brainstorm first … depends on the requirements … time available

Search in library Locate information by using the library as a source

Use the library system … comprehensive

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Data Collection & Analysis – Code BookComputer literacy Students’ self-perceived computer

competency levelI know the basic computer application

Use of IT Locate information by using computer technology

Yes … I search over the Internet … convenient

Search engines Students’ use of search engines to locate information on the Internet

Yahoo … it has categories … type keywords in the search box

Social networks Students locate information by consulting people around them

Lecturer … can give guidance and advice

Credibility and suitability The trustworthiness and appropriateness of information

I am skeptical of information from the Internet … relevance … information must be relevant

Amount of information The right amount of information to finish a task

Look at the outline first … I would decide on my own

Privacy and security issues Students’ opinions on privacy and security issues

I do not feel secure … I never shop online

Copyright issues Students’ opinions on copyright issues

I think legal copies are too expensive

Others Areas not mentioned before I want someone to teach me efficient search methods

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Results – Perception on Information Literacy Half of the interviewees defined IL as “using IT to

retrieve information” (category 1) A few others viewed IL as “ability to find information

through various media” (category 2) Two interviewees saw IL as “processing information”

(category 3) Some viewed IL as “controlling information”

(category 4) or “constructing knowledge” (category 5)

Remaining responses could not be explained by Bruce’s categories: they talked about language ability

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Results – Information Acquisition & Utilization Behaviors Over half had used campus libraries before and on

average visited library twice per week Most interviewees attended library instruction

courses but found them useless (too simple) Most interviewees used the library, the Internet and

social networks (friends, classmates, alumni and lecturers) to find information

Most made use of popular search engines, online library catalogue, e-journal databases and newspaper databases to search for information they need for academic study

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Results – Information Acquisition & Utilization Behaviors Most interviewees select information with the criteria

of “relevance” Some would question the credibility of information

they found, especially those from the Internet Most select information given by lecturers or from

the government (more authoritative) Some interviewees rely on their instincts in deciding

the amount of information they need Most interviewees admitted that they had used

pirated software and paid attention to online security and privacy issues

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Results – Information Skill Levels Overall competency: 3.63 out of 10 Not much difference in performance in various sub-

domains (competencies) Perform better in completing observation tasks Older students managed to use IT to search for

information (though slower in speed) Young IT-competent students were not the best in

evaluating and choosing appropriate information

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Results – Relationships among Perceptions, Behaviors and Skills No significant relationships Positive correlations found:

Computer literacy and use of IT Computer literacy and use of online databases Computer literacy and use of the Internet Information literacy and general library usage Information literacy and use of the Internet Information literacy and use of library databases

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Results – Comparison with other Countries American students are more inclined to consult their

parents and room-mates American students are more reliant on alternative

forms of information e.g. pictures, audio and video tapes

HK students used Boolean operators more often American students paid less attention to privacy and

security issues HK students paid less attention to copyright issues Both HK and US students had similar competency

levels More HK students equate IL with IT

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Summary - Major Themes Derived

Using multiple channels to search for information (Internet, library, social networks)

The gap between perception and performance

The importance of analytical abilities Ethical issues (copyrights) Language problems (both English and

Chinese)

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Significance, Implications & Recommendations Understand how local students experience information

literacy in higher education; Give valuable feedback to both students and teachers for

further improvements in student-centered and lifelong learning;

Provide useful information for librarians, faculty members and university administrators e.g. improve future design of curriculum in order to better meet the needs of students;

Compare Hong Kong’s situation with other countries e.g. Australia and America.

Further research: large-scale survey and longitudinal case studies

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References Association of College & Research Libraries. Information Literacy

Competency Standards for Higher Education: Standards, Performance Indicators, and Outcomes. Chicago: the Author.

Behrens, S. J. (1994). A conceptual analysis and historical overview of information literacy. College & Research Libraries, July, 309-322.

Breivik, P. S. (1998). Student learning in the information age. Phoenix, Ariz.: American Council on Education/Oryx Press.

Bruce, C. S. (1995). Information literacy: a framework for higher education. The Australian Library Journal, August, 158-170.

Bruce, C. S. (1997). Seven Faces of Information literacy. Adelaide: AUSLIB Press.

SCONUL (1999). Information Skills in Higher Education: a SCONUL Position Paper. Retrieved December, 12, 2002, from: http://dis.shef.ac.uk/literacy/standards.htm#UK

Seamans, N. H. (2001). Information literacy: A study of freshman students’ perceptions, with recommendations. Virginia Polytechnic Institute and State University. Blacksburg, Virginia.