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Who do they think they are?:

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Todd Wiebe

on 22 June 2015

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Transcript of Who do they think they are?:

Who do they think they are?
IL mastery or ILlusory competence of first year college students
Todd J. Wiebe - Hope College
Michigan Academy of Sciences Arts & Letters
Annual Conference 2014
Information Literacy Assessment?
2012 Revised Goals and Objectives
Defining and developing topics (“Presearch”)
Identifying appropriate information resources for various research purposes
Implementing search terms/strategy
Accessing different types of information
Analyzing and evaluating results critically
Expanding and refining Internet research
Incorporating and citing sources

Two types:
1) Direct
(actual quizzes/tests, skills assessment)
2) Indirect
(self-perceived abilities, self-reported learning achieved)
Pre-test Prediction
Pre-test actual
Assessment takes a dark turn...
(English 113 - Expository Writing I)
"...when people are incompetent in the strategies they adopt to achieve success and satisfaction, they suffer a dual burden: Not only do they reach erroneous conclusions and make unfortunate choices, but their incompetence robs them of the ability to realize it."
"...the skills that engender competence in a particular domain are often the very same skills necessary to evaluate competence in that domain."
Kruger & Dunning (1999)
student* AND (confidence OR overconfidence)
"college students" AND self-evaluat*
"self-serving bias"
"knowing what you don't know"
Tried and true...
over, and over, and over, again
...in Marketing, Management, Sociology
Kennedy, Lawton, & Plumlee (2002)
...in Psychology
Dunning, Johnson, Ehrlinger, & Kruger (2003)
...in Nursing
Baxter & Norman (2011)
Bol, Hacker, O'Shea, & Allen (2005)
...in Education
What about Information literacy? But, of course!
Gross & Lantham (2007, 2009, 2012)
Gross (2005)
Gustavson & Nall (2011)

turned that assessement frown upside down!

What to do with this?

Baxter, P., & Norman, G. (2011).Self-assessment or self deception? A lack of association between nursing students’ self-assessment and performance.
Journal of Advanced Nursing, 67
(11), 2406-2413.

Bol, L., Hacker, D. J., O'Shea, P., & Allen, D. (2005). The influence of overt practice, achievement level, and explanatory style on calibration accuracy and performance.
The Journal of Experimental Education, 73
(4), 269-290.

Dunning, D., Johnson, K., Ehrlinger, J., & Kruger, J. (2003). Why people fail to recognize their own incompetence.
Current Directions in Psychological Science, 12
(3), 83-87.

Melissa Gross. (2005). The impact of low-level skills on information-seeking behavior: Implications of competency theory for research and practice. Reference & User Services Quarterly, 45(2), 155-162.

Gross, M., & Latham, D. (2009). Undergraduate perceptions of information literacy: Defining, attaining, and self-assessing skills. College & Research Libraries, 70(4), 336-350.

_______. (2012). What's skill got to do with it?: Information literacy skills and self-views of ability among first-year college students.
Journal of the American Society for Information Science and Technology, 63
(3), 574-583.

Gustavson, A., & Nall, H. C. (2011). Freshman Overconfidence and Library Research Skills: A Troubling Relationship?
College & Undergraduate Libraries,18
(4), 291-306

Heath, L, DeHoek, A., & Locatelli, S. (2012). Indirect measures in evaluation: On knowing what we don’t know.
Practical Assessment Research & Evaluation, 17
(6), 1-6.

Kennedy, E. J., Lawton, L., & Plumlee, E. L. (2002). Blissful ignorance: The problem of unrecognized incompetence and academic performance. Journal of Marketing Education, 24(3), 243-252.

Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121-1134.

"Now he would prowl the stacks of the library at night, pulling books out of a thousand shelves and reading in them like a madman. The thought of these vast stacks of books would drive him mad: the more he read, the less he seemed to know--the greater the number of the books he read, the greater the immense uncountable number of those which he could never read would seem to be." -
Thomas Wolfe, in
Of Time and the River
“What’s Skill Got to Do With It?: Information Literacy Skills and Self-Views of Ability Among First-year College Students”
“Undergraduate Perceptions of Information Literacy: Defining, Attaining, and Self-Assessing Skills”
Student quote: “What is there to know? … I honestly don't know how much greater information literacy needs to be, even on a higher research level... I think once you learn the basic level there isn't a ton of room for improvement."
"Freshman Overconfidence and Library Research Skills: A
Troubling Relationship?"

shared results with instructors -- "What to you think about this? Are students right? What are you seeing in their work that would suggest otherwise?"
cogent argument for actual skills (direct) assessment/accountability
encouraged IL skills "wake-up calls" -- the earlier the the better
(or, at least, what I did with it)
Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments
Full transcript