ETS Research Report Series· 2016Q3
Assessing Digital Information Literacy in Higher Education: A Review of Existing Frameworks and Assessments With Recommendations for Next‐Generation Assessment
- 124citations
- Q3SCImago
- 2016year
Short summary
This review identifies a lack of valid assessments for digital information literacy (DIL), a critical skill for higher education and the workforce, and proposes an operational definition and recommendations for future assessment design.
AI-generated from the title and abstract; the full text is not read.
Key points
- Digital information literacy (DIL) is crucial for higher education and the global economy.
- Existing assessments of DIL and related constructs were reviewed for features, construct alignment, and psychometric properties.
- The paper proposes an operational definition of DIL.
- Challenges and considerations for designing and implementing next-generation DIL assessments are discussed.
AI-generated from the title and abstract; the full text is not read.
Abstract
Abstract Digital information literacy ( DIL )—generally defined as the ability to obtain, understand, evaluate, and use information in a variety of digital technology contexts—is a critically important skill deemed necessary for success in higher education as well as in the global networked economy. To determine whether college graduates possess the requisite knowledge and skills in DIL , higher education institutions must be able to administer and use results from valid assessments of DIL . In this paper, we provide a comprehensive review of existing definitions of this construct in major frameworks from higher education and the workforce and propose an operational definition of DIL . Next, we provide a review of existing assessments of information literacy and related constructs, including features of the assessments, construct alignment, and psychometric properties (i.e., reliability and validity evidence). Finally, we discuss challenges and considerations surrounding the design, implementation, and use of next‐generation assessments of DIL . We offer this review as a resource for higher education institutions in selecting among existing assessments or in designing their own measures.
The authors' abstract, as published at the source. ETS Research Report Series, 2016 · DOI ↗
Continue with a free account
Ask the paper: 3 free questions a day about this paper; save it, get its citation, new summaries every day for your field. Takeaways are Premium.
Continue free on the webSign in with Google or Apple; no card needed. You come back to this paper.
On your phone:
Field: Library and Information Sciences
Library and Information SciencesSocial Sciences