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About this paper
Luz Chourio-Acevedo, Jacqueline Köhler, Carla Coscarelli, Daniel Gacitúa, Verónica Proaño-Ríos, Roberto González-Ibáñez
A systematic literature review by Chourio-Acevedo et al. synthesized research on Information Literacy (IL) development and assessment in K-12 education, analyzing 53 articles to identify evolving definitions, core skills, and assessment methods. The analysis revealed a focus on information identification and evaluation skills, a reliance on custom-made questionnaires for assessment, and a noted scarcity of evaluated technological tools and K-12-specific IL standards.
Key insights
- IL definitions have evolved to encompass critical analysis, problem-solving, and continuous learning, often overlapping with other literacies like digital and media literacy, moving beyond mere information access.
- There is a substantial lack of standardized IL assessment instruments for K-12 students, leading to a prevalent reliance on custom-made questionnaires tailored to specific contexts.
- Research has focused more on 'identification' and 'evaluation' skills, while 'comprehension' and 'processing' of information, crucial for higher-level IL, are less frequently emphasized in the literature.
Summary by alphaXiv.
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