期刊名称：LIBER Quarterly - Journal of European Research Libraries
印刷版ISSN：2213-056X
出版年度：2019
卷号：29
期号：1
页码：1-21
DOI：10.18352/lq.10264
出版社：Utrecht University Library Open Access Journals
摘要：The OTIL is a new information literacy (IL) test, designed to be flexible
and adjustable for use across a variety of contexts where IL is important.
This paper discusses the development and face validation of OTIL and a
Higher Education (HE) add-on that can be used to make the test HE specific.
OTIL was developed in line with the new CILIP (2018) definition. It is
comprised of a core set of general IL questions which can be combined with
context-specific add-on question sets. Categories of IL form a template that
can be used for additional question creation. Additionally, we have developed
add-on questions for HE which do not contain in-built specificities to
domain, region or institution in order to permit for IL research across different
universities. The OTIL is designed for longitudinal research, with three different test versions available. The categories, general questions, and HE
questions have been face validity tested with a panel of experts. The expert
panel found the OTIL to be relevant and to accurately represent what is
meant by IL. Feedback from the panel was used to refine and improve the
test questions. The OTIL aims to be adaptable to different information contexts,
in recognition of the diverse ways in which IL can be expressed. We
encourage researchers in IL to use the OTIL and create add-on question sets
for their different information settings.
其他摘要：The OTIL is a new information literacy (IL) test, designed to be flexible and adjustable for use across a variety of contexts where IL is important. This paper discusses the development and face validation of OTIL and a Higher Education (HE) add-on that can be used to make the test HE specific. OTIL was developed in line with the new CILIP (2018) definition. It is comprised of a core set of general IL questions which can be combined with context-specific add-on question sets. Categories of IL form a template that can be used for additional question creation. Additionally, we have developed add-on questions for HE which do not contain in-built specificities to domain, region or institution in order to permit for IL research across different universities. The OTIL is designed for longitudinal research, with three different test versions available. The categories, general questions, and HE questions have been face validity tested with a panel of experts. The expert panel found the OTIL to be relevant and to accurately represent what is meant by IL. Feedback from the panel was used to refine and improve the test questions. The OTIL aims to be adaptable to different information contexts, in recognition of the diverse ways in which IL can be expressed. We encourage researchers in IL to use the OTIL and create add-on question sets for their different information settings.
关键词：Information Literacy; Assessment; Test Development
