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Self-directed information literacy scale: A comprehensive validation study

机译：自我导向的信息素养规模：全面的验证研究

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Background Engineering and technology students need to acquire, evaluate, apply, and document information to solve complex ill-defined problems. However, there are few assessment tools to evaluate how these students approach information. Purpose The authors integrated information literacy standards with self-directed learning theory to create the self-directed information literacy (SIL) scale as an assessment of students' self-directedness using high-quality information skills in engineering projects. The purpose of this research is to examine the measurement properties of SIL to inform the use and interpretation of SIL's scores among diverse learners. Method The authors administered SIL to first-year engineering and technology students (n= 1,603). To test three hypotheses about SIL scores related to validity, reliability, and fairness, we conducted a series of psychometric analyses, including confirmatory factor analysis (CFA) and measurement invariance between groups. Results The results of the CFA were acceptable for the proposed higher-order factor structure of SIL and a separateBeginner Behaviorfactor. Measurement models for male and female scores were found invariant; however, there were measurement differences between groups of students based on their experience with instruction in the English language. Conclusions SIL can be scored to assess engineering and technology students' specific SIL subfactors (Recognize,Seek,Evaluate,Apply,Document, andReflect) or scored as an overall broader measure of self-directedness with information. A separate factor,Beginner Behavior, can be used to moderate ceiling effects. SIL scores can be used for gender comparisons but should be carefully evaluated when the sample includes students who are new to curriculum and instruction in the English language.
机译：背景技术工程和技术学生需要获取，评估，申请和记录信息以解决复杂的义的问题。但是，很少有评估工具可以评估这些学生如何接近信息。目的，作者综合了信息识字标准，具有自我导向的学习理论，以创造自我指导的信息素养（SIL）规模作为在工程项目中使用高质量信息技能的学生自我导向的评估。本研究的目的是检查SIL的测量属性，以告知SIL在各种学习者中的SIL的使用和解释。作者对第一年的工程技术和技术学生进行了管理，作者（n = 1,603）。要测试三个关于与有效性，可靠性和公平相关的SIL分数的假设，我们进行了一系列心理测量分析，包括核制因素分析（CFA）和组之间的测量不变性。结果CFA的结果对于SIL的提出的高阶因子结构是可接受的，并且是单独的是单独的行为等待物。发现男性和女性分数的测量模型不变;然而，基于他们用英语教学的经验，学生组之间存在测量差异。结论SIL可以评估为评估工程和技术学生的特定SIL SubFactors（识别，寻求，征求，评估，申请，和申请，ANDREFLECT）或被评为作为信息的整体更广泛的信息。单独的因素初学者行为，可用于中等天花板效应。 SIL分数可用于性别比较，但应仔细评估当样本包括新的课程和英语教学的学生。

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