Leeds University Library How information literate are our incoming undergraduates? Angela Newton

Leeds University Library Background 2004 Major review of IL training for Psychology undergraduates undertaken with Dr Amanda Harrison We needed proof that it was worthwhile – Did the students need IL training? What skills do they come with from A Level? High achievers at A Level: ABB – Does our IL training programme work? – Will the students improve over time? – Does ability in IL map onto academic performance?

Leeds University Library The survey 20 MCQs – Quick to carry out, quick to mark – Excellent model from QREPUQ (1) – Partly based on SCONUL 7 Pillars Model (2) – Lots of departmental experience of assessment with MCQs Level 1 students (321 in total, 139 single hons Psychology) Level 2 students (206 in total, 187 single hons Psychology)

Leeds University Library Survey questions 6 skill areas: Recognising an information need Identify ways to fill an information need Construct a search strategy Locate and access information Compare and evaluate information Organise and apply information

Leeds University Library Level 1 v Level 2 (t = , df = 287, p < 0.001)

Leeds University Library Recognising an information need Both groups performed well – Two bright groups of students with very little difference between their scores A higher level 2 score would be preferable showing increased self-awareness – Is this a skill that can be taught?

Leeds University Library Identify ways to fill an information need Mean scores: – Level – Level Level 1 students show a significant preference for searching the internet – They perceive the internet as the most current source of information Level 2 students show a preference for the Library catalogue and journals – They think journals are the most current source of information but incorrectly identify how to find articles

Leeds University Library Identify ways to fill an information need: Attitudes to the internet If I want to find out about journal articles on “The prevalence of drug abuse in the UK”, I would search in:

Leeds University Library Constructing a search strategy Both groups lack experience/knowledge of: – Keyword selection – Truncation – Boolean Level 2 demonstrated that they had learned some techniques through exposure to PsycINFO in the preceding semester

Leeds University Library Constructing a search strategy: Mean scores

Leeds University Library Locating and accessing information Mean scores: – Level – Level Similar performance on field searching questions Level 2 significantly better in some areas: – 70.8% could identify a reference to a journal article – 15.2% level 1 students answered the same question correctly Level 1 students unfamiliar with exploiting bibliographies for further reading Neither group particularly aware of subject information gateways

Leeds University Library Locating and accessing information: Finding journal articles You are looking for this article from the November 2003 issue of Internet Guide: The validity of internet questionnaires by Jennifer Platt. To check that the Library has it in stock you would search the catalogue for:

Leeds University Library Compare and evaluate information Mean scores: – Level – Level Level 1 show a preference for searching the internet but also show that they understand it can be unreliable – Do they use the internet because they are not yet aware of the alternatives? Level 2 students have a greater awareness of peer review

Leeds University Library Compare and evaluate information: What is an abstract? You have found a reference to a journal article, how would you assess whether it would be useful to read before getting the full article?

Leeds University Library Organise and apply information Both groups scored well Very low percentage of ‘Don’t know’ answers Impressive 70.1% of level 1 students understood plagiarism, increasing to 85% at level 2 – Small number of students thought that re-writing information from a text in your own words without referencing is acceptable

Leeds University Library Summary of findings Skill areaCommentComparison Recognising an information need Good performanceLevel 1 < Level 2 Identify ways to fill an information need Dramatic increase in ability at level 2 Level 1 < Level 2 Construct a search strategy Level 2 benefit from exposure to PsycINFO Level 1 < Level 2 Locate and access information Using bibliographies and referencing skills Level 1 < Level 2 Compare and evaluate information Impressive level 1 performance Level 1 < Level 2 Organise and apply information Healthy increase in level 2 comprehension Level 1 < Level 2

Leeds University Library Conclusions Did the students need IL training? – Yes! What skills do they come with from A Level? – Surprisingly good skills, but selectively good Does our IL training programme work? – Yes! Will the students improve over time? – Yes! Given our continued support Does ability in IL map onto academic performance? – Yes!

Leeds University Library Action plan Revise parts of the questionnaire! Follow the intake to level 3 – Undertake analysis of questionnaire against A Levels, year on year performance and final degree result. Monitor student attendance at information literacy workshops provided Disseminate findings of survey

Leeds University Library References 1. Mittermeyer, Diane, and Quiron, Diane. Information Literacy: Study of incoming First-year undergraduates in Quebec. [online] 2002 [accessed 8th November 2004] Available from world wide web df df 2. SCONUL. The Seven Pillars of Information Literacy. [online] 1999 [accessed 1 st March 2005] Available from world wide web