ABSTRACT

Background: The assessment of cross-curricular skills is gaining attention in many countries. In Japan, the ‘Information Literacy Survey for Upper Secondary Students’ (the ILSUS) was designed to measure information literacy through Computer-Based Testing (CBT). It was the first large-scale survey based on Item Response Theory (IRT) implemented by Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT).

Purpose: This paper reports on the history and development of the survey and discusses its findings. As ‘information literacy’ is a generic and cross-curricular ability, we measured cognitive ability relating to how information can be utilised for problem-solving.

Main argument: We present some released survey items that were actually used in the ILSUS, to explain how the items covered three aspects of ‘information literacy’. Using proficiency levels, we discuss what the findings indicated about the features of the students’ ‘information literacy’: it was evident that, whilst many had the ability to deal with complex and large amounts of information, few were able to address unfamiliar contexts. Then, using questionnaire items from the ILSUS, we report how we determined that ‘information literacy’ was strongly associated with ‘student-teacher relationships’ and ‘meta-cognition’.

Conclusion: This account of the ILSUS offers insight into how we measured information literacy and, more widely, the kinds of skills that Japanese education policy is trying to develop. In planning a new Information Literacy Survey (ILS), we will try to capture what has not been clarified yet, such as the trends in information literacy and differences between educational stages. It may ultimately become possible to specify, more clearly, the goals and teaching methods that should be aimed at in the acquisition and teaching of information literacy.

抽象的

背景：跨课程技能的评估在许多国家中日益受到关注。在日本，“高中学生信息素养调查”（ILSUS）旨在通过基于计算机的测试（CBT）来衡量信息素养。这是日本教育，文化，体育，科学和技术部（MEXT）实施的基于项目响应理论（IRT）的首次大规模调查。

目的：本文报告了调查的历史和发展并讨论了调查结果。由于“信息素养”是一种通用的跨课程能力，因此我们测量了与如何利用信息来解决问题有关的认知能力。

主要论点：我们介绍一些已在ILSUS中实际使用的已发布调查项目，以说明这些项目如何涵盖“信息素养”的三个方面。使用熟练程度，我们讨论了发现对学生的“信息素养”特征的暗示：很明显，尽管许多人有能力处理复杂而大量的信息，但很少有人能够解决陌生的环境。然后，使用来自ILSUS的问卷调查项目，我们报告了我们如何确定“信息素养”与“师生关系”和“元认知”密切相关。

结论：ILSUS的这一介绍为我们如何衡量信息素养以及更广泛的日本教育政策正在尝试发展的技能提供了见识。在计划新的信息素养调查（ILS）时，我们将尝试捕获尚未阐明的内容，例如信息素养的趋势和教育阶段之间的差异。最终有可能更明确地规定在信息素养的获取和教学中应达到的目标和教学方法。