Volume 9, Issue 3 (10-2022)
Human Information Interaction 2022, 9(3): 23-38 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
kamran toroghy F, Sanatjoo A, Tajfari M. Development and Validation of the Information Literacy Experience Measurement Scale on the base of Activity Theory. Human Information Interaction 2022; 9 (3)
URL: http://hii.khu.ac.ir/article-1-3075-en.html
URL: http://hii.khu.ac.ir/article-1-3075-en.html
Ferdowsi University of Mashhad
Abstract: (2593 Views)
Purpose: The purpose of the current study is to create and validate the information literacy experience questionnaire in the workplace with an emphasis on activity theory.
Methodology: This study is a functional approach and a survey method was used. The current research is quantitative research that was conducted with the tool design approach. In this research, to investigate the psychometric characteristics of the questionnaire, the stratified random sample method of 86 employees of different educational groups of Ferdowsi University of Mashhad In 2020-2021 was used. Also, questionnaire construction methods such as content and face validity and confirmatory factor analysis were used to check to construct validity. To check internal consistency, Cronbach's alpha was used. In this research, smart pls and SPSS statistical software were used to analyze the data.
Findings: The content and face validity index of the scale obtained the desired value. Also, the value of statistics in all cases is greater than 1.96, and in the factor loading, all factors were confirmed with a suitable level of explanation in the factor analysis (greater than 0.4). Cronbach's alpha for all factors was an acceptable value of 0.7 to 0.9.
Conclusion: The results indicate the influence of information literacy experience factors according to activity theory. The scale designed to study the experience of information literacy in the workplace according to the factors of activity theory is considered appropriate. It is recommended to measure the new concept of information literacy, that is, the experience of information literacy that deals with activity theory.
Methodology: This study is a functional approach and a survey method was used. The current research is quantitative research that was conducted with the tool design approach. In this research, to investigate the psychometric characteristics of the questionnaire, the stratified random sample method of 86 employees of different educational groups of Ferdowsi University of Mashhad In 2020-2021 was used. Also, questionnaire construction methods such as content and face validity and confirmatory factor analysis were used to check to construct validity. To check internal consistency, Cronbach's alpha was used. In this research, smart pls and SPSS statistical software were used to analyze the data.
Findings: The content and face validity index of the scale obtained the desired value. Also, the value of statistics in all cases is greater than 1.96, and in the factor loading, all factors were confirmed with a suitable level of explanation in the factor analysis (greater than 0.4). Cronbach's alpha for all factors was an acceptable value of 0.7 to 0.9.
Conclusion: The results indicate the influence of information literacy experience factors according to activity theory. The scale designed to study the experience of information literacy in the workplace according to the factors of activity theory is considered appropriate. It is recommended to measure the new concept of information literacy, that is, the experience of information literacy that deals with activity theory.
Keywords: Information literacy experience, Activity theory, Workplace information literacy, Information literacy measurement
References
1. Abram, S. (2013). "Workplace Information Literacy: It's Different", Developing People's Information Capabilities: Fostering Information Literacy in Educational. Workplace and Community Contexts (Library and Information Science), 8, 205-222. [DOI:10.1108/S1876-0562(2013)0000008017]
2. Ayoub, Y. (2016). An Investigation of Information Literacy of International Graduate Students: Skills, Challenges, and Needs. Doctoral 's Thesis. University of Central Florida, Florida.
3. Accart, J.(2017). Information Literacy (IL) in the Academic Context: Is There a Gap Between Employability Competencies and Student Information Literacy Skills? Presentation at European Conference on Information Literacy (ECIL) 21.9.2017 [DOI:10.1007/978-3-319-74334-9_12]
4. Ahmad, F., Widén, G., and Huvila, I. (2020). The impact of Workplace Information Literacy on Organizational Innovation: An Empirical Study. International Journal of Information Management, 51, 1-15. [DOI:10.1016/j.ijinfomgt.2019.102041]
5. Bruce, C.S. (1999). Workplace Experiences of Information Literacy. International Journal of Information Management, 19, 33-47. [DOI:10.1016/S0268-4012(98)00045-0]
6. Byström, K. (2005). Theories of Information Behavior. New Jersey: Information Today, Inc.
7. Barnard, R. (2010). Activity Theory: A Framework for Analysing Intercultural Academic Activity. An International Journal of Human Activity Theory, 3, 25-37.
8. Boustany, J. (2013). Information Literacy Skills of Students at Paris Descartes University. European Conference on Information Literacy. Istanbul, Turkey, 588-595. [DOI:10.1007/978-3-319-03919-0_79]
9. Bird, N. (2016). Information Literacy for the Workplace: A Review of the Literature and Research Proposal. National Conference on Information Literacy. Zhenjiang, China, 1-21.
10. Chin, W. W. (2003). Issues and opinions on Structural Equation Modeling. MIS Quarterly, 22(1), 7-16.
11. Colton, D., and Covert, R.W. (2007). Designing and Constructing Instruments for Social Research and Evaluation, John Wiley and Sons.
12. Cheuk, B. (2017). The hidden Value of Information Literacy in the Workplace Context: How to Unlock and Create Value. In M. Forster (Ed.), Information Literacy in the Workplace London, United Kingdom: Facet.
13. Dayton, D. (2008). Activity Theory: A Versatile Framework for Workplace Research. Society for Technical Communication Conference Proceedings, New York, 1-7.
14. Engestrom, Y., and Sonnino, A. (2010). Studies of Expensive Learning: Foundations Findings and Future Challenges. Educational Research Review, 5, 1-24. [DOI:10.1016/j.edurev.2009.12.002]
15. Fornell, C., and Larcker, D. (1981). Evaluating Structural Equation Models With Unobservable Variables and Measurement Error. Journal of Marketing Research, 18(3), 39-50. [DOI:10.1177/002224378101800104]
16. Firdaus Salehudin, M.H. (2016). Behavior (TPB) in Developing of Information Literacy at Workplace. Journal of Islamic, Social, Economics and Development, 1(1), 1-11.
17. Forster, M. (2017). Information Literacy in the Workplace. United Kingdom: Facet Publishing. [DOI:10.29085/9781783301348]
18. Gretschel, P., Ramugondo, E.L., and Galvaan, R. (2015). An Introduction to Cultural Historical Activity Theory as a Theoretical Lens for Understanding How Occupational Therapists Design Interventions for Persons Living in Low-Income Conditions in South Africa. South African Journal of Occupational Therapy, 45(1), 51-55. [DOI:10.17159/2310-3833/2015/v45no1a9]
19. Gilbert, S. (2017). Information Literacy Skills in the Workplace: Examining Early Career Advertising Professionals. Journal of Business and Finance Librarianship, 22(2), 1-24. [DOI:10.1080/08963568.2016.1258938]
20. Hashim, N.H., and Jones, M.L. (2007). Activity Theory: A framework for Qualitative Analysis. International Qualitative Research Convention, Malaysia, 1-19.
21. Hepworth, M., and Smith, M. (2008). Workplace Information Literacy for Administrative Staff in Higher Education. Australian Library Journal, 57(3), 212-236. [DOI:10.1080/00049670.2008.10722477]
22. Haji Arbabi, F., Ahadi, H., Delawar, A., and Asadzadeh, H. (2010). The effect of Teaching Based on Activity Theory on the Academic Performance of Students with Learned Helplessness. Scientific Journal of Education Research,7(29), 1-23.
23. Hasan, H., and Kazlauskas, A. (2014). Activity Theory: Who Is Doing What, Why and How. A Publication of the Theori Research Group, University of Wollongong, 540, 9-14.
24. Hall, H., Cruickshank, P., and Ryan, B. (2017). Exploring Information Literacy Through the Lens of Activity Theory. 5th European Conference on Information Literacy: Information Literacy in the Workplace, England, 803-812. [DOI:10.1007/978-3-319-74334-9_81]
25. Issa, A.O., Amusan, B.B., Olarongbe, S.A., Igwa, K.N., and Oguntayo, S.A. (2015). An Assessment of Information Literacy Competence of Undergraduate Students at the University of Ilorin, Kwara State Nigeria. Annals of Library And Information Studies, 62, 68-76.
26. Kirton, J., and Barham, L. (2005). Information Literacy in the Workplace. Australian Library Journal, (54)4, 365-376. [DOI:10.1080/00049670.2005.10721784]
27. Klusek, L., and Bornstein, J. (2006). Information Literacy Skills for Business Careers: Matching Skills to the workplace. Journal of Business and Finance Librarianship, 11, 3-21. [DOI:10.1300/J109v11n04_02]
28. Kumpulainen, S., and Järvelin, K. (2012). Barriers to Task‐Based Information Access in Molecular Medicine. Journal of the American Society for Information Science and Technology, 63(1), 86-97. [DOI:10.1002/asi.21672]
29. Lloyd, A. (2011). Trapped Between a Rock And a Hard Place: What Counts as Information Literacy in the Workplace And How Is It Conceptualized?. Library Trends, 60(2), 277-296. [DOI:10.1353/lib.2011.0046]
30. Lloyd, A. (2012). Information as a Socially Enacted Practice: Sensitising Themes for an Emerging Perspective of People-In-Practice. Journal of Documentation, 68(6), 772-783. [DOI:10.1108/00220411211277037]
31. Ladel, S., and Kortenkamp, U. (2016). Artifact-Centric Activity Theory-A Framework for the Analysis of the Design and Use of Virtual Manipulatives. In P. S. Moyer-Packenham (Ed.), International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives (pp. 25-40). Cham: Springer International Publishing. [DOI:10.1007/978-3-319-32718-1_2]
32. Molopyane, J., and Fourie, I. (2015). A Framework for Workplace Information Literacy in Academic Contexts. Library Hi Tech, 33(4), 562-583. [DOI:10.1108/LHT-02-2015-0013]
33. Middleton, L., and Hall, H. (2021). Workplace Iinformation Iiteracy: A Bridge to the Development of Innovative Work Behaviour. Journal of Documentation, 77(6), 1-35. [DOI:10.1108/JD-03-2021-0065]
34. Nielsen, B.G., and Borlund, P. (2011). Information Literacy, Learning, and the Public Library: A Study of Danish High School Students. SAGE Journals, 43(2), 106-119. [DOI:10.1177/0961000611408643]
35. Somerville, M. M., and Bruce, C. S. (2017). From Transaction to Transformation: Organizational Learning and Knowledge Creation Experience Within Informed Systems. In Marc Forster (Eds.), Information Literacy in the Workplace. London, England: Facet Publishing.
36. Tenenhaus, M., Pages, J., Ambroisine, L., and Guinot, C. (2005). "PLS Methodology to Study Relationships Between Hedonicjudgements and Product Characteristics", Food Quality and Preference, 16(4), 315-325. [DOI:10.1016/j.foodqual.2004.05.013]
37. Wu, Y.D. (2012). Information Literacy in the Workplace: A Cross-cultural Perspective. Journal of Library and Information Science, 38(1), 84-104.
Send email to the article author
| Rights and permissions | |
 | This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
