Abstract

The focus of the paper is on the study of differences between information literacy (IL) capabilities and IL self-assessment among Slovenian lower secondary school students. A total of 229 students coming from eight urban and suburban schools answered the tests. The shortened Information Literacy Test (ILT-B) used in this study contained selection of 14 multiple-choice questions relevant to lower secondary students. Each question follows a question on its difficulty level on 1 to 5 scale. The results show that the students perceive themselves as above average, whether the ILT showed only average IL skills. The results confirm the Dunning-Krueger effect, whereby unskilled individuals overestimate their abilities, while skilled individuals underestimate their achievements. Another counterintuitive result was that students who were online longer had lower IL knowledge but a higher opinion of it. Based on the results of the study we can conclude students should be explicitly taught IL skills and corresponding behavior.

摘要

本文的重点是研究斯洛文尼亚初中学生的信息素养（IL）能力和IL自我评估之间的差异。来自八所城市和郊区学校的229名学生回答了测试。本研究中使用的缩短的信息素养测试（ILT-B）包含14个与初中生相关的多项选择题。每个问题都以1到5级的难度级别回答一个问题。结果表明，无论ILT是否仅显示平均的IL技能，学生都认为自己高于平均水平。结果证实了邓宁-克鲁格效应，即非熟练者高估了自己的能力，而熟练者低估了他们的成就。另一个与直觉相反的结果是，在线时间较长的学生具有较低的IL知识，但对它的看法较高。根据研究结果，我们可以得出结论，应该向学生明确教授IL技能和相应的行为。