Assessing information literacy among German psychology students

Nikolas Leichner (ZPID, Leibniz Institute for Psychology Information, University of Trier, Trier, Germany)
Johannes Peter (ZPID, Leibniz Institute for Psychology Information, University of Trier, Trier, Germany)
Anne-Kathrin Mayer (ZPID, Leibniz Institute for Psychology Information, University of Trier, Trier, Germany)
Günter Krampen (ZPID, Leibniz Institute for Psychology Information, University of Trier, Trier, Germany)

Reference Services Review

ISSN: 0090-7324

Publication date: 25 November 2013

Abstract

Purpose

This paper aims to report on the development of an information literacy test for German psychology students.

Design/methodology/approach

The test consists of 22 items covering two facets of information literacy (searching for information and evaluating information) which are mapped on Standards Two and Three of the information literacy framework provided by the Association of College and Research Libraries (ACRL, 2000). A sample of N=64 German psychology students including n=22 freshmen, n=21 advanced students and n=21 PhD students completed the test. The freshmen and advanced students also performed an academic literature search task.

Findings

The test has acceptable internal consistency (Cronbach's Alpha between 0.73 and 0.82). An analysis of variance showed that PhD students scored higher than advanced students, who, in turn, scored higher than freshmen. Additionally, the score on the first scale (Evaluating) showed a significant relationship with the performance on the academic literature search task.

Practical implications

The test can be used to determine training needs among German psychology students, or to evaluate instruction programs.

Originality/value

The new measure is the only standardized information literacy test for German-speaking populations for which psychometric properties have been reported.

Keywords

Citation

Leichner, N., Peter, J., Mayer, A. and Krampen, G. (2013), "Assessing information literacy among German psychology students", Reference Services Review, Vol. 41 No. 4, pp. 660-674. https://doi.org/10.1108/RSR-11-2012-0076

Download as .RIS

Publisher

:

Emerald Group Publishing Limited

Copyright © 2013, Emerald Group Publishing Limited

Please note you might not have access to this content

You may be able to access this content by login via Shibboleth, Open Athens or with your Emerald account.
If you would like to contact us about accessing this content, click the button and fill out the form.
To rent this content from Deepdyve, please click the button.