Development and Validation of the Information Literacy Assessment Scale for Education (ILAS-ED).

Beile, Penny Development and Validation of the Information Literacy Assessment Scale for Education (ILAS-ED)., 2005 . In American Educational Research Association Annual Meeting, Montreal, Canada, April 2005. (Unpublished) [Conference paper]


Download (178kB) | Preview

English abstract

No population exists where it is more important to produce information literate individuals than teacher candidates, yet few would suggest that practitioners newly entering the field are adequately prepared to model and teach information literacy to their students. Consequently, information literacy has recently been established as a key outcome by a number of teacher education accrediting bodies and professional associations. Only in the last few years has there been an attempt to develop a standardized scale to assess general information literacy skills, and at the time of this writing no standardized tool exists that measures the information literacy levels of teacher candidates. This study documents the development and validation of a standardized instrument to measure teacher candidates’ information literacy skills levels based on the International Society for Technology in Education’s 2000 National Educational Technology Standards for Teachers and the Association of College and Research Libraries’ 2000 Information Literacy Competency Standards for Higher Education. Undergraduate students enrolled in the teacher education program at the University of Central Florida were identified and asked to complete a test consisting of 22 multiple-choice test items and 13 demographic and self-percept items. A number of procedures designed to enhance validity and reliability of the scale were integrated throughout its development. Results of the test were also submitted to analysis. This project is part of a national initiative to develop standardized information literacy assessment tools specific to a discipline, and is spear-headed by the Project for the Standardized Assessment of Information Literacy Skills and the Institute for Library and Information Literacy Education. Use of the instrument described herein will allow librarians and teaching faculty a means to inform curricular and instructional decisions, and results can be used for internal and external benchmarking of education students’ information literacy skills levels.

Item type: Conference paper
Keywords: library instruction, assessment scale, test validation
Subjects: A. Theoretical and general aspects of libraries and information. > AA. Library and information science as a field.
B. Information use and sociology of information > BA. Use and impact of information.
C. Users, literacy and reading. > CB. User studies.
C. Users, literacy and reading. > CE. Literacy.
D. Libraries as physical collections. > DD. Academic libraries.
Depositing user: Penny Beile
Date deposited: 15 May 2012
Last modified: 02 Oct 2014 12:22


American Association for Higher Education. (2005). 9 Principles of Good Practice for Assessing Student Learning (Online). Retrieved January 10, 2005 from

American Association of School Librarians & Association for Educational

Communications and Technology. (1998). Information literacy standards for student learning. Chicago, IL: American Library Association.

Association of College and Research Libraries, Task Force on Information Literacy Competency Standards in Higher Education. (2000). Information Literacy

Competency Standards for Higher Education (Online). Retrieved June 8, 2004, from

Barclay D. (1993). Evaluating library instruction: Doing the best you can with what you have. RQ, 33, 195-202.

Beile, P. M. & Boote, D. N. (2003). Characteristics of education doctoral

dissertation references: Results of an analysis of dissertation citations from three institutions. Paper presented at the meeting of the American Educational Research Association, Chicago, IL.

Bober, C., Poulin, S., & Vileno, L. (1995). Evaluating library instruction in academic

libraries: A critical review of the literature, 1980-1993. In L. M. Martin (Ed.), Library instruction revisited: Bibliographic instruction comes of age (pp.53-71). New York: The Haworth Press.

Chadley, O. & Gavryck, J. (1989). Bibliographic instruction trends in research

libraries. Research Strategies, 7, 106-113.

Daugherty, T. K. & Carter, E. W. (1997). Assessment of outcome-focused library

instruction in Psychology. Journal of Instructional Psychology, 24(1), 29-33.

Eadie, T. (1992). Beyond immodesty: Questioning the benefits of BI. Research

Strategies, 10, 105-110.

Edwards, S. (1994). Bibliographic instruction research: An analysis of the journal literature from 1977 to 1991. Research Strategies, 12, 68-78.

Fox, L. M. & Weston, L. (1993). Course-integrated instruction for nursing students:

How effective?. Research Strategies, 11, 89-99.

Franklin, G. & Toifel, R. C. (1994). The effects of BI on library knowledge and skills among Education students. Research Strategies, 12, 224-237.

Grassian, E. S. & Kaplowitz, J. R. (2001). Information literacy instruction: Theory

and practice. New York: Neal-Schuman Publishers.

Greer, A., Weston, L. & Alm, M. L. (1991). Assessment of learning outcomes: A

measure of progress in library literacy. College & Research Libraries, 52, 549-557.

Hagner, P. A. & Hartman, J. L. (2004). Faculty engagement, support and scalability

issues in online learning. Paper presented at the Academic Impressions Web Conference, January 14, 2004. [Retrieved from compact disk video of conference].

International Society for Technology in Education (2000). National educational

technology standards for teachers (Online). Retrieved July 19, 2004, from:

Kennedy, M. M. (1997). The connection between research and practice. Educational

Researcher, 26(7), 4-12.

Leighton, G. B. & Markman, M. C. (1991). Attitudes of college freshmen toward

bibliographic instruction. College and Research Libraries News, 52, 36-38.

Maughan, P. D. (2001). Assessing information literacy among undergraduates: A

discussion of the literature and the University of California-Berkeley experience. College & Research Libraries, 62, 71-85.

Middle States Commission on Higher Education (2002). Characteristics of

excellence in higher education: Eligibility requirements and standards for accreditation. Philadelphia, PA: Middle States Commission on Higher Education.

Morner, C. J. (1993). A test of library research skills for education doctoral students. (Doctoral dissertation, Boston College, 1993). Dissertation Abstracts International A, 54, 2070.

National Council for Accreditation of Teacher Education (2002). Professional

Standards for Accreditation of Schools, Colleges, and Departments of Education. Washington, DC: NCATE.

O'Connor, L. G., Radcliff, C. J., & Gedeon, J. (2002). Applying systems design and item

response theory to the problem of measuring information literacy skills. College and Research Libraries, 63(6), 528-543.

Patterson, C. D., & Howell, D. W. (1990). Library user education: Assessing the

attitudes of those who teach. RQ, 29, 513-523.

Postman, N. (2004). The Information Age: A blessing or a curse? Harvard

International Journal of Press/Politics, 9(2), 3-10. (Reprinted from the Joan Shorenstein Center on the Press, Politics and Public Policy, 1995).

Project SAILS (2001) Project SAILS: Project for the Standardized Assessment of

Information Literacy Skills. Retrieved March 5, 2004, from

Rader, Hannelore. (2000). A silver anniversary: 25 years of reviewing the literature related to user instruction. Reference Services Review, 28(3), 290-296.

Ren, W. H. (2000). Library instruction and college student self-efficacy in electronic

information searching. Journal of Academic Librarianship, 26, 323-328.

Schuck, B. R. (1992). Assessing a library instruction program. Research Strategies,

10, 152-160.

Tierno, M. J. & Lee, J. H. (1983). Developing and evaluating library research skills in education: A model for course-integrated bibliographic instruction. RQ, 22, 284-291.

UCF Office of Institutional Research. (2004). Preliminary Fall 2004 Headcount

by Major and Level. Retrieved September 3, 2004, from

Werking, R. H. (1980). Evaluating bibliographic education: A review and critique. Library Trends, 29, 153-172.

Zaporozhetz, L. E. (1987). The dissertation literature review: How faculty advisors

prepare their doctoral candidates. Doctoral dissertation: University of Oregon


Downloads per month over past year

Actions (login required)

View Item View Item