Information Behavior of Humanities Students in Bulgaria, Italy and Sweden: Planning a Game-based Learning Approach for Avoiding Fake Content
1University of Library Studies and Information Technologies, Sofia, Bulgaria; 2University of Parma, Italy; 3University of Gävle, Sweden
Focus of the NAVIGATE Project
This study presents the Erasmus+ project NAVIGATE - Information Literacy: A Game-based Learning Approach for Avoiding Fake Content, coordinated by the University of Library Studies and Information Technologies in Bulgaria. By applying a game-based approach to information literacy (IL) training of Bachelor’s students in humanities in 3 European countries innovation can be brought into this field (Erasmus+ Project Results, 2017). If the new generation of learners does not have markers to navigate within the “staged reality”, they will be lost in both the transitive and the literal sense (American Library Association, 2017). This project’s use of digital games in IL training in a university environment will stimulate students’ active involvement through research, experimentation, competition and cooperation. The traditional understanding of IL will be extended, as the training based on games adds the ability to collaborate in digital environments (Encheva, 2016). The serious games are directly aimed at the changing competencies necessary for the information era which the new generation of students must possess: self-regulation, information skills, network cooperation, strategies for problem solving and critical thinking. As the concepts of Fake News and Fake Content can no longer be regarded as homogeneous phenomena, their in-depth dissection is necessary in order to classify them in terms of their intended purpose, functions, genre typology and initiators. This will help educate students to more easily identify content of unproven and dubious nature. (Encheva et.al., 2018). The results of an empirical sociological survey conducted in the partners’ institutions in Bulgaria, Italy and Sweden on the students’ understanding of the concepts of IL and their attitude to the inclusion of educational games in the training process are presented. The level of information and digital literacy of the humanities students based on the survey’s results is also analysed. One of the working hypotheses of the project team is that implementing a gaming approach in education, including the development of applications and platforms, is a form appropriate to the public dynamics to promote the interest in learning and to reinforce the knowledge gained. Emphasis is placed on the role of the library as a partner in the learning and as a centre for educational innovations. For the analysis of the results of the comparative survey the questions were divided in the following main groups: understanding the combined notions information literacy and mobile literacy; the library in the everyday life of students; approaches to searching for information and results assessment criteria, etc.
American Library Association. (2017). Resolution on access to accurate information. Retrieved February 10, 2018 from http://www.ala.org/advocacy/intfreedom/statementspols/ifresolutions/accurateinformation
Encheva, M. (2016). Teaching information literacy courses in the context of library and information science education in Bulgaria: Challenges and innovative approaches. Journal of Library Administration, 56(5), 592–605.
Encheva, M. et al. (2018). Changing information literacy training of undergraduate students in Europe through the game-based learning approach. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), 12th International Technology, Education and Development Conference, Valencia, 5-7 March 2018 (pp. 587–592). Valencia: IATED Academy.
European Commission. (2017). Erasmus+ projects results platform. Retrieved February 10, 2018 from http://ec.europa.eu/programmes/erasmus-plus/projects/#search/keyword=game-based%20learning%20approach&matchAllCountries=false
Secondary School Teachers’ Attitudes to Information Literacy: A Pilot Study of a Multinational Survey
1Vilnius University, Lithuania; 2University of Warsaw, Poland; 3Eszterházy Károly University, Hungary
Recent developments in media and information literacy have heightened the need for analysing secondary school teachers’ preparedness to play a crucial role in providing students with sophisticated information literacy skills. A considerable amount of literature has been published on the topic of media and information literacy recently. These studies suggest that information literacy is being studied by a variety of different scholars using a variety of concepts (Koltay, 2017). These rapid changes are having enormous effect, obliging secondary school teachers to have present date knowledge about information literacy. The Association of College & Research Libraries (ACRL) created a highly sophisticated Information Literacy Standards for Teacher Education in 2011, with the purpose of guiding teacher education faculty in developing information literacy instruction for teacher education students (Association of College & Research Libraries, 2011). However, there are no related standards of any kind in Eastern and Central Europe and until recently, there has been no reliable evidence that there was any particular preparation for teachers to be sophisticated in information literacy in such countries as Hungary, Poland and Lithuania.
The primary purpose of this study is to develop an understanding of secondary school teachers’ knowledge of information literacy and practices implemented with developing student’s’ information literacy skills in Hungary, Poland, and Lithuania. This research will support a research project that aims to harmonise various theories of information literacy with the proper application of information literacy to public (K12) education.
This paper describes the preliminary phase of the survey by presenting a pilot survey among Lithuanian teachers with a sample of 107 participants in the Spring of 2018. We gathered data for this study using a computer-assisted web interviewing (CAWI) technique. We administered an online survey using the 1KA.SI web survey tool. The paper presents the general background of the study, and the structure and content of the questionnaire. Besides collecting the demographic information of the participants (age, length of experience in teaching, the student level/class where they teach, main discipline), we asked them to rate their student’s’ ability in information literacy skills, and the teachers’ readiness for teaching information literacy. We intended to find out if there is awareness of the existence and importance of information literacy and media literacy, how they acquired their information literacy skills, if they felt prepared to teach information literacy skills themselves, and what experience they had with information literacy teaching. The collected data was analysed by IBM SPSS Statistics ver. 19 using descriptive and inferential statistical tests. The data acquired in the pilot survey and their possible interpretations are presented. The questionnaire’s usability for the multinational survey and possible adoption to surveying other countries’ secondary school teachers’ views on information and media literacy issues are discussed.
The researchers suppose that the present survey instrument can be fine-tuned to enable measuring secondary school teachers’ attitudes towards information literacy and media literacy, despite the apparent differences between the school systems in the three countries and diverse levels of awareness regarding information literacy and media literacy.
Association of College & Research Libraries. (2011). Information literacy standards for teacher education. Chicago: American Library Association.
Koltay, T. (2017). The media and the literacies: Half decade of selected developments. Kwartalnik Nauk o Mediach, 2. Retrieved from http://knm.uksw.edu.pl/982-2/
Drop Out Factors in Data Literacy and Research Data Management Survey: The Vilnius University Experience
Vilnius University, Lithuania
„And then there are these other files that are just, like, numbers. Arrayed. Numbers and dates and numbers and numbers and dates. And, numbers and... I think that’s the shit, man. The raw intelligence.“ (Coen & Coen, 2008). A survey is quite a popular method to collect data in social sciences. Researchers are interested mostly in full answers and often consider these as the data. However, there is another kind of data that could be interesting to analyse, those from – respondents who dropped out a questionnaire at the very start or middle of the survey. There are various factors that affect the response rates of web surveys such as: Content, presentations of questions, contact delivery modes, the design of invitations, the use of pre-notification and reminders, incentives (Fan & Yan, 2010). Also, Baruch found that the average response rate in academic studies was 55.6 with a standard deviation of 19.7 (Baruch, 1999). There could be more factors that impact dropping out of an already started survey.
The purpose of this paper is to develop an understanding about factors that represent respondents who decided to drop out of a survey they started but did not complete. We decided to take as a case study a questionnaire on data management at Vilnius University implemented during 2017.
The data for the analysis was collected using a questionnaire that was used in a multinational research study on Data Literacy and Research Data Management. Serap Kurbanoglu and Joumana Boustany initiated this study that has been expanded to a group of researchers in more than ten countries. The survey instrument consists of 24 questions arranged into two groups: (1) awareness of data management issues and (2) demographic information. The purpose of this research was to find current levels of awareness and gaps in knowledge of data literacy and management of academic staff and doctoral students.
This paper describes the preliminary phase of the research by presenting a pilot study analysing 237 unfinished and 202 finished surveys. We intend to find out if there is any gender, experience, science field, or job position factors that could indicate the impact on willingness to drop out of the survey. Also, we analyse at which part of the questionnaire most of the dropouts have happened to ascertain how long the respondents persistend in completing the survey before they decided to quit.
The collected data were analysed using descriptive and inferential statistical tests through IBM SPSS Statistics ver. 19.
We present the data acquired in the pilot survey and their possible interpretations. We discuss the approach we followed in finding out what impacts individuals’ deciding to drop out of the survey.
The researchers hypothesize that the most significant reasons for deciding not to finish the survey were the topic of the survey, the length of survey, and their scientific field of study. We found no statistically significant difference between those who finished the survey and those who did not when we examined the data by gender, experience, and job position.
Baruch, Y. (1999). Response rate in academic studies: A comparative analysis. Human Relations, 52(4), 421–438.
Coen, E., & Coen, J. (2008). Burn after reading. USA: Focus Features. Retrieved May 7, 2018 from https://www.imdb.com/title/tt0887883/?ref_=fn_al_tt_1
Fan, W., & Yan, Z. (2010). Factors affecting response rates of the web survey: A systematic review. Computers in Human Behavior, 26(2), 132–139.