Publication: Information Literacy Skills Assessment of Fine Arts Students
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Issued Date
2019
Resource Type
Language
eng
File Type
application/pdf
Access Rights
open access
Rights
ผลงานนี้เผยแพร่ภายใต้ สัญญาอนุญาตครีเอทีฟคอมมอนส์แบบ แสดงที่มา-ไม่ใช้เพื่อการค้า-ไม่ดัดแปลง 4.0 (CC BY-NC-ND 4.0)
Rights Holder(s)
มหาวิทยาลัยศรีนครินทรวิโรฒ
Bibliographic Citation
ERPA International Congresses on Education 2019, 19-22 June 2019
Suggested Citation
Laddawan Usaengthonga, Sasipimol Prapinpongsakorn, Wawta Techataweewan Information Literacy Skills Assessment of Fine Arts Students. ERPA International Congresses on Education 2019, 19-22 June 2019. Retrieved from: https://hdl.handle.net/20.500.14740/6350
Organization
Abstract
The purposes of this poster were to assess information literacy skills (IL) among undergraduate students of
Banditpatanasilpa Institute with regard to the ACRL standards, and to compare IL skills with the factor
variables and their gender, year of study, faculty, grade, and most information source usage and self-direct
learning. The Purposive sampling was used to select 366 undergraduate students. The research instrument was
an IL test. The data obtained were analyzed using descriptive statistics, including a t-test, F-test (One way
ANOVA and post hoc) comparison using the Scheffe’s test. The results revealed that the students had a medium
level of information literacy (Mean = 2.43). The comparison of the students’ IL and their gender, year of study,
faculty, grade, and most information source usage found that there were different information literacy skills
with a statistical a significance of .01 and .05. The female students were higher information literacy level than
the male students. The first-year students were higher information literacy level than the second-year, thirdyear
and fourth-year students. The students of Faculty of Art Education were higher information literacy than
the students of Faculty of Music and Drama and Faculty of Fine Arts. The high-grade level students were higher
information literacy than the medium and low-grade levels students. The students most using the Internet,
places and persons as information sources were higher information literacy than the students who used the
institutional information sources. Therefore, students with different levels of self-direct learning did not differ
in terms of their IL skills. These findings demonstrated that the performing and fine arts students needed more
support with information literacy as the context of curricula.