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dc.contributor.authorNierenberg, Ellen
dc.contributor.authorDahl, Tove I.
dc.date.accessioned2021-12-29T12:21:36Z
dc.date.available2021-12-29T12:21:36Z
dc.date.issued2021-12-01
dc.description.abstractHow information literate are students in higher education, and how accurate is their metacognition related to that ability? Are students’ perceived needs to learn more and their level of interest in becoming information literate related to their pursuit of information literacy (IL) skill development? First-year undergraduates, master’s, and PhD students (N = 760) took an objective IL test and estimated their scores both before and after the test. IL ability, as well as students’ estimation of their IL ability, increased with higher education experience and IL test experience, though also varied notably within groups. Low-performers tended to overestimate their abilities, while high-performers tended to underestimate them—both evidence of the Dunning-Kruger effect. Furthermore, gender comparisons revealed that men tended to estimate higher, and more accurate, scores than women. Finally, PhD students reported greater interest in becoming information literate than undergraduates. Although undergraduates felt a greater need to learn more, PhD students were more inclined to pursue IL growth. For both groups, interest in becoming information literate correlated far more with their likelihood to invest effort into developing IL competencies than their perceived need to know more. What implications might these findings have for how we conceptualize the teaching of IL?en_US
dc.identifier.citationNierenberg E., Dahl TI. Is information literacy ability, and metacognition of that ability, related to interest, gender or education level? A cross-sectional study of higher education students. Journal of Librarianship and Information Science. 2021:1-13en_US
dc.identifier.cristinIDFRIDAID 1962599
dc.identifier.doihttps://doi.org/10.1177/09610006211058907
dc.identifier.issn0961-0006
dc.identifier.issn1741-6477
dc.identifier.urihttps://hdl.handle.net/10037/23548
dc.language.isoengen_US
dc.publisherSAGE Publicationsen_US
dc.relation.ispartofNierenberg, E. (2022). Understanding the development of information literacy in higher education: Knowing, doing, and feeling. (Doctoral thesis). <a href=https://hdl.handle.net/10037/27245>https://hdl.handle.net/10037/27245</a>.
dc.relation.journalJournal of Librarianship and Information Science
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2021 The Author(s)en_US
dc.subjectVDP::Social science: 200::Library and information science: 320en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Biblioteks- og informasjonsvitenskap: 320en_US
dc.titleIs information literacy ability, and metacognition of that ability, related to interest, gender or education level? A cross-sectional study of higher education studentsen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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