Predlog meril in kazalcev informacijske pismenosti za srednje šole

Danica Dolničar, Bojana Boh Podgornik, Tomaž Bartol, Andreja Špernjak, Andrej Šorgo

Povzetek

Izvleček

Namen: V članku obravnavamo razvoj in predstavljamo predlog meril in kazalcev informacijske pismenosti na ravni srednješolskega izobraževanja.
Metodologija/pristop: V Sloveniji nimamo dokumenta, ki bi za srednje šole opredeljeval merila in kazalce informacijske pismenosti ter pričakovana znanja in veščine po zahtevnostnih stopnjah. Zato smo za identifikacijo primernih vsebin preučili mednarodna merila, standarde, okvire in teste informacijske in digitalne pismenosti na ravneh srednješolskega in univerzitetnega izobraževanja. Analizirali smo slovenske učne načrte za srednje šole in v njih evidentirali vsebine, ki se nanašajo na informacijsko pismenost. S primerjavo in analizo prekrivanja vsebin iz slovenskih učnih načrtov ter vsebin iz meril in testov iz tujine smo izdelali predlog izbranih meril in kazalcev informacijske pismenosti na ravni srednješolskega izobraževanja. Merila smo operacionalizirali z določitvijo pričakovanih učnih izidov (dosežkov) na treh ravneh težavnosti.
Rezultati: Izoblikovali smo sedem meril s skupno 20 kazalci uspešnosti informacijske pismenosti srednješolcev. Za vsakega od kazalcev so podana pripadajoča znanja (pričakovani učni izidi) na treh zahtevnostnih ravneh.
Omejitve raziskave: Predlog meril in kazalcev je izdelan z analizo, evalvacijo in sintezo informacij iz dostopne tuje in domače literature. V nadaljevanju bo potrebno testiranje, usklajevanje in optimizacija predloga v praksi slovenskega srednješolskega sistema.
Izvirnost/uporabnost raziskave: Predlog meril in kazalcev informacijske pismenosti za srednje šole zapolnjuje vrzel ter prispeva k naporom za poenotenje in dvig ravni informacijske pismenosti srednješolske populacije.

Ključne besede

informacijska pismenost, srednješolsko izobraževanje, merila, kazalci, pričakovani učni izidi

Celotno besedilo:

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Literatura

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