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  • The main aim of the paper is to present continual research as a precondition for more effective achievement of educational goals defined within information literacy (IL) education. We focus on Kirkpatrick's Four-Level Model, which corresponds with our aim to strength students' satisfaction and learning results. The practical experience with conducting research is presented. The first level tries to evaluate immediate students' reactions to an educational activity (environment, content and the lecturer). We used short paper questionnaires (smile-sheets). The second level explores the change in knowledge and skills, assigning a pre- and a post-test and a didactic test. Qualitative methodology, specifically a focus group series and 360-degree feedback based on six interviews, was used within the third level to identify the long-term change in participants' behaviour. The fourth level is focused on the return on investment in education; this is the only level that is dealt with only theoretically.
  • The main aim of the paper is to present continual research as a precondition for more effective achievement of educational goals defined within information literacy (IL) education. We focus on Kirkpatrick's Four-Level Model, which corresponds with our aim to strength students' satisfaction and learning results. The practical experience with conducting research is presented. The first level tries to evaluate immediate students' reactions to an educational activity (environment, content and the lecturer). We used short paper questionnaires (smile-sheets). The second level explores the change in knowledge and skills, assigning a pre- and a post-test and a didactic test. Qualitative methodology, specifically a focus group series and 360-degree feedback based on six interviews, was used within the third level to identify the long-term change in participants' behaviour. The fourth level is focused on the return on investment in education; this is the only level that is dealt with only theoretically. (en)
Title
  • Evidence-Based Learning Approach in Evaluation of Information Literacy Education
  • Evidence-Based Learning Approach in Evaluation of Information Literacy Education (en)
skos:prefLabel
  • Evidence-Based Learning Approach in Evaluation of Information Literacy Education
  • Evidence-Based Learning Approach in Evaluation of Information Literacy Education (en)
skos:notation
  • RIV/00216208:11210/14:10284973!RIV15-MSM-11210___
http://linked.open...avai/riv/aktivita
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  • I
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  • 15556
http://linked.open...ai/riv/idVysledku
  • RIV/00216208:11210/14:10284973
http://linked.open...riv/jazykVysledku
http://linked.open.../riv/klicovaSlova
  • research; Kirkpatrick's Four-Level model; information literacy effectiveness; evidence-based learning (en)
http://linked.open.../riv/klicoveSlovo
http://linked.open...ontrolniKodProRIV
  • [1640677F9102]
http://linked.open...v/mistoKonaniAkce
  • Dubrovnik
http://linked.open...i/riv/mistoVydani
  • Switzerland
http://linked.open...i/riv/nazevZdroje
  • Information Literacy: Lifelong Learning and Digital Citizenship in the 21st Century
http://linked.open...in/vavai/riv/obor
http://linked.open...ichTvurcuVysledku
http://linked.open...cetTvurcuVysledku
http://linked.open...UplatneniVysledku
http://linked.open...iv/tvurceVysledku
  • Kovářová, Pavla
  • Šimková, Gabriela
http://linked.open...vavai/riv/typAkce
http://linked.open.../riv/zahajeniAkce
issn
  • 1865-0937
number of pages
http://bibframe.org/vocab/doi
  • 10.1007/978-3-319-14136-7
http://purl.org/ne...btex#hasPublisher
  • Springer-Verlag
https://schema.org/isbn
  • 978-3-319-14136-7
http://localhost/t...ganizacniJednotka
  • 11210
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