Information Literacy of University Students and Its Improvement by a Campus-Wide Course: A Comparison of Czech Private and Public University
|Year of publication
|Article in Proceedings
|Information Literacy in a Post-Truth Era
|MU Faculty or unit
|Blended learning; E-learning; Information literacy; Information literacy education; Private university; Research
|Information literacy is supposed to be an integral part of higher education. This paper presents research on students’ information literacy skills and their improvement after completing a course at a private university Ambis, compared to a similar survey conducted at public Masaryk University. Unlike the latter, Ambis students’ self-evaluation showed only a slight improvement in the competencies examined, most likely due to their prior practical experience. The objective evaluation revealed even more substantial differences between the two universities. While Ambis students displayed a higher starting level of information literacy in the pretest, for their MU counterparts, posttests revealed statistically significant improvements after finishing the course. Despite the potential of massive online courses, the contradictory outcomes of the present research are affected by the very massification of higher education and the related insufficient tutor staffing of the information literacy course.