Sociocognitive Relevance of Information Literacy: The Impact on Student Academic Work
Document Type
Dissertation
Publication Date
2018
Keywords
academia, information literacy, information literacy framework, information science, relevance, sociocognitive relevance, threshold concepts, user relevance
Digital Object Identifier (DOI)
https://doi.org/10.5204/thesis.eprints.123999
Abstract
The dynamic nature of 21st century information prompts further inquiry of user relevance and information literacy (IL). A contemporary area of relevance research is the concept of relevance from a user sociocognitive view. This investigation explores how information literacy competencies (ILCs) used by students are relevant to their academic work. How do students view or perceive ILCs as relevant to their academic success? What do students identify as factors of relevance to IL? These are the questions framing this study.
Viewed through a sociocognitive relevance (SCR) lens, this study explores user relevance perceptions of IL. Using a pragmatic epistemological and methodological approach, the research design employs a cross-sectional mixed-methods 2-stage sequential investigation.
The first quantitative stage of the sequential study used an online survey to learn student perceptions of 10 ILCs. Sociocognitive relevance was measured using a 4-point Likert-type scale. Participants used the scale to rate 10 ILCs based on their perceptions of being useful and meaningful. When used to complete an academic writing assignment, the most useful ILC identified was to strategically explore and search (building a process of exploring, selecting, and organizing information for academic work). The most meaningful ILC identified was to select sources that are academic (created by experts or scholars that provide evidence for writing, therefore making the student a contributor to conversation in the academic community).
The second qualitative stage of the study used four student focus groups to identify the factors that make IL sociocognitively relevant. Findings uncovered an overarching Uber factor (Knowledge Base), nine key factors, and 11 dimensional factors. The Uber factor identified as Knowledge Base is the factor of origin, foundational to what mattered when students applied ILCs to their academic task. The nine Key factors identified include: (a) Digital Literacy, (b) Academic Discipline, (c) ILC Awareness, (d) Acquiring New Knowledge, (e) Real World Application, (f) Research Process, (g) Critical Thinking, (h) Scholarly Conversation, and (i) Curiosity/Passion/Motivation. The 11 dimensional factors identified are: (a) User-Friendliness in Digital Environments, (b) User Experience in Digital Environments, (c) Current Information, (d) Authoritative Sources, (e) ILC Articulated, (f) ILC Integration, (g) ILC Instruction, (h) Personal Relevance, (i) Professional Relevance, (j) Organizing Information, and (k) Comprehension. The findings show an intertwined and diffused hierarchical relationship among all the factors: Uber, Key, and Dimensional. This relationship between the factors might be described as a kaleidoscope—reflective and intertwined.
Using relevance theory to investigate IL, and specifically SCR, this study contributes new knowledge to IL and user relevance in information science (IS). User perceptions of ILC SCR as measurable are identified and provide new insights in this exemplar study. The factors or things that impact user relevance perceptions of IL contribute enhanced understandings of metacognitive pathways toward crossing IL thresholds. These findings can be used for improving pedagogical work to impact student success, supporting academia goals such as retention and completion, and improving how to communicate the value of ILCs as transferable competencies from academia to the “Real World.”
Rights Information
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Was this content written or created while at USF?
No
Citation / Publisher Attribution
Sociocognitive Relevance of Information Literacy: The Impact on Student Academic Work, 407 p.
Scholar Commons Citation
Kaufmann, Karen F., "Sociocognitive Relevance of Information Literacy: The Impact on Student Academic Work" (2018). School of Information Faculty Publications. 662.
https://digitalcommons.usf.edu/si_facpub/662
