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Dissertation Information for Teresa Yvonne Neely

NAME:
- Teresa Yvonne Neely

DEGREE:
- Ph.D.

DISCIPLINE:
- Library and Information Science

SCHOOL:
- University of Pittsburgh (USA) (2000)

ADVISORS:
- Christinger L. Tomer

COMMITTEE MEMBERS:
- E. J. Josey
- Jerome Taylor
- Margaret M. Kimmel
- Rush G. Miller

MPACT Status: Fully Complete

Title: Aspects of information literacy: A sociological and psychological study

Abstract: The purpose of this study was to investigate the sociological and psychological factors, as evidenced in the literature, that are believed to affect college-level students' ability to make relevance judgments; determine the extent of the relationship between sociological and psychological factors in the information literacy framework; collect information about the attitudes of college-level students towards Christina Doyle's 1992 ten information literacy skills; and identify college-level students attitudes and perceptions about previously identified relevance/evaluative criteria. The study also examined 7 hypotheses based on the model developed from the review of the literature.

The study adapted and administered the "Morner test of library research skills," a test developed and validated by Claudia J. Morner for her 1993 dissertation. The resulting test, "The Neely test of relevance, evaluation, and information literacy," was administered to 144 college level students during the fall of 1998, and spring of 1999.

Principal dissertation findings include: (1) The sociological and psychological factors that are believed to affect college-level students evaluative judgments are exposure, relationship with faculty, experience, and the performance and attitudinal aspects of information literacy. (2) Covariance statistical analyses reveals that all factors are positively correlated. (3) Additional statistical analysis using regression analyses revealed: (a) Exposure and experience are significant independent predictors of performance. (b) Experience is the only significant predictor of attitude. (c) Performance and attitude are significantly correlated. (d) Exposure, relationship with faculty, and experience are significantly correlated. (e) The effects of relationship with faculty on performance and attitude is not direct, but, mediated through the effects on exposure and experience. (4) The self- reported comfort levels and Attitudinal findings indicate a clear over assumption of information literacy skills and abilities, specifically the skill of evaluation. These over assumptions were confirmed when students responded to items which required them to demonstrate their knowledge in the Performance and Experience sections. (5) Responses to the previously identified relevance query items, taken from research by Barry (1993), Park (1992) and Schamber (1991), confirm the importance of these criteria from the perspective of the student (researcher); and provides previously unavailable data from this population (education students) about how and why students make relevance judgements.

MPACT Scores for Teresa Yvonne Neely

A = 0
C = 0
A+C = 0
T = 0
G = 0
W = 0
TD = 0
TA = 0
calculated 2008-01-31 06:24:53

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Students under Teresa Yvonne Neely

ADVISEES:
- None

COMMITTEESHIPS:
- None