IVIG: let’s talk information literacy in the Czech Republic - Ilona Trtíková, Lenka Belohoubková, Hana Landová, Ludmila Tichá.

Information Literacy

Prose

Literacy 55%

Document Literacy 40%

Quantitative

Literacy 55%

Language

Literacy 59%

Ethical and legal aspects of information usage

ICT Literacy 72%

IVIG: let’s talk information literacy in the Czech Republic Ilona Trtíková1, Lenka Bělohoubková2

1 Czech Technical University in Prague, Central Library; [email protected] 2University of Economics, Prague, Centre of Information and Library Services, [email protected]

The Information Education and Information Literacy Working Group (IVIG; www.ivig.cz/en) was established in 2000 and three years later became a part of the Association of Libraries of Czech Universities (ALCU; www.akvs.cz/en). IVIG’s members are academic librarians, as well as LIS schools faculty, LIS doctoral students and librarians from the special libraries.

Model of information literacy created by Working group IVIG based on the IALS/SIALS model IL level in % - result of the student IL survey

Pilot survey project on the information literacy level of university students

LILAC 2014, 23 – 25 April, Sheffield, UK

MAIN GOAL: • To find IL level of university students • To discover gaps, conditions, and

opportunity for changes PARTIAL GOALS: • To create and test a tool to measure IL of

university students • To prove methods of survey and

comprehensible questionnaire • To compare level of IL components • To verify factors influencing the IL level • Confirming methods for national survey

STARTING POINTS/THEORETICAL BACKGROUND: • Model of IL • Standards of information literate student

HYPOTHESES: • Components of IL will reach different

levels • IL courses attendance influences IL level • Students’ interest influences IL level • Students obliged to use scholarly

information will achieve better level of IL

DOCUMENTS: Characteristics of faculty, requirements on the students, IL of teachers, textbooks availability, electronic resources availability, IL support, IL courses

RESPONDENTS: • Random sample

RESULTS: • Hypotheses have been confirmed

FINDINGS: The level of information literacy is influenced by: • Length of studies • Attendance of information literacy courses • Frequency of library use • Level of ICT skills • Subjective perception of the IL importance

Language literacy is related to document literacy and prose literacy. The field of study influences numerical literacy.

WHAT DOES NOT CORRELATE: • Efficiency and effectiveness vs. a preference

for consulting colleagues • Efficiency and effectiveness vs. asking

librarians • Subjective evaluation of the importance of

information literacy vs. ICT literacy, numerical literacy or language literacy

RESULTS Definitions of group of respondents according to their level of motivation and the demands of teachers:

Students x Survey results

Preferences in order: Effectiveness in order:

Colleagues Courses

Courses Questions asked to

librarians

High school Library materials

Questions asked to

Librarians Publications

Library materials Colleagues

NEAR FUTURE of SURVEY 2014 – preparation of new nationwide version, based on methods and results 2015 – launching survey + evaluation INTERESTED? CONTACT US!

0,0%

10,0%

20,0%

30,0%

40,0%

50,0%

60,0%

70,0%

80,0%

2006 2008 2010 2012

Library activities in IL

libriarians participation in university compulsory and optional courses

compulsory and optional courses guaranteed by library

library e-learning compulsory and optional courses

IVIG main goal: students´development

0,0%

10,0%

20,0%

30,0%

40,0%

50,0%

60,0%

70,0%

80,0%

90,0%

100,0%

2006 2008 2010 2012

Librarians - self learning activities

conferences, workshops journals acquisition of IL books electronic discussion groups

IVIG main goal: support of teaching librarians/ IL specialits

Results of biannual survey focusing on IL educational activities implemented and organized by academic libraries in the Czech Republic

GROUP A

Low motivation to use library services

Low use of scholarly information

6% of respondents

GROUP C

High motivation to use library services

Low use of scholarly information

35% of respondents

GROUP B

High motivation to use library services

High use of scholarly information

55% of respondents

GROUP D

Low motivation to use library services

High use of scholarly information

4% of respondents

40% IL Index

46% IL Index

58% IL Index

51% IL Index

We are looking for partners for: DISCUSSION CONSULTATION

COLLABORATION PARTICIPATION