1. Course of Information literacy: Measuring effectiveness
Mgr. Gabriela Šimková
, Masaryk University Campus Library

2. Why? Learning activities focusing students‘ needs
Knowledge – Skills – Attitudes
Key project activity

3. Measuring as a continuing process
Educational needs analyse
Measuring methodology design
Measuring before activity
Learning activity
Measuring after activity

4. Kirkpatrickův model měření efektivity vzdělávání

5. Four levels of learning evaluation

6. Knowledge measuring PRE-TEST POST-TEST 32 questions 30 questions
1637 comleted
90,84% response rate
72,21 % women,
27,79 % men
5 – 10 min.
POST-TEST
30 questions
1184 completed
65,70% response rate
73,03 % women,
26,97 % men
5 – 10 min.

7. Question types PRE-TEST POST-TEST
22 knowledge questions (closed-end questions)
6 attitude questions
4 social-demography
POST-TEST
22 knowledge questions (closed-end questions)
4 self-evaluated q.
4 social-demography

8. Percentage success of CIW participants (pre-test, post-test)

9. PRE-TEST
From my point of view, students’ level of information literacy could be seen as:
1. the necessary part of knowledge basement of each university student
2. the area which should be develop constantly

10. PRE-TEST
What type of work with information do you consider as the most important nowadays?
1. Searching for information
2. Analysing of information
3. Creating text documents
4. Publication of information

11. POST-TEST
In which fields do you feel your biggest improvement in skills or knowledge?
1. Searching for information
2. Problem definition
3. Knowledge organisation
4. Source evaluation

12. POST-TEST Are you satisfied with the course? 1. Strongly Agree

13. Measuring as a continuing process
Educational needs analyse
Measuring methodology design
Measuring before activity
Learning activity
Measuring after activity

14. Thank you for your attention.
Mgr. Gabriela Šimková