NDLI: Assessing Information Literacy: A Case Study of Primary 5 Students in Hong Kong.

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Assessing Information Literacy: A Case Study of Primary 5 Students in Hong Kong.

Content Provider	Semantic Scholar
Author	Chu, Samuel Kai Wah
Copyright Year	2012
Abstract	This paper reports an exploratory investigation of the information-literacy levels of primary 5 students in Hong Kong. Factors such as gender and reading ability were also examined. Primary 5 students from four local schools completed a fourteen-item information-literacy assessment (ILA), which was adopted and modified from questions on the sixth-grade version of the Tool for Real-time Assessment of Information Literacy Skills (TRAILS). The ILA covered five TRAILS categories and three American Association of School Librarians (AASL) and Association for Educational Communications and Technology (AECT) IL standards to measure different aspects of information literacy. Reading ability was measured by questions from a local public test of reading comprehension. On average, the participants (n = 199) achieved a mean score of 9.12 (SD = 2.56), and most assessment items showed room for improvement. Female students (n = 97; 48.7 percent) scored higher on the ILA than their male counterparts (n = 102; 51.3 percent), suggesting female students' higher level of information literacy. Results also revealed a positive and significant relationship between students' information literacy and reading ability. These findings offer a preliminary understanding of the information literacy of children in Hong Kong.
File Format	PDF HTM / HTML
Volume Number	15
Alternate Webpage(s)	http://web.hku.hk/~samchu/docs/Chu-2012-Assessing-information-literacy-A-case-study-of-primary-5-students-in-Hong-Kong.pdf
Alternate Webpage(s)	http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol15/SLR_AssessingInformationLiteracy_V15.pdf
Alternate Webpage(s)	https://files.eric.ed.gov/fulltext/EJ994324.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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