Information Literacy Skills Assessment of Fine Arts Students

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.