Informacinio raštingumo dimensija siekiant mokymosi kokybės universitetinėse studijose
Information literacy dimension seeking learning quality in university education

Summary/Abstract: Education in Lithuania is undergoing great transformations that are affecting higher education. Today’s education at large experiences challenges caused by new technologies, abundance of information resources, thus being forced to search for new and effective methods of teaching / learning. The issue of information literacy at university level in Lithuania has not been researched in more depth so far. Integration of information literacy into the curriculum of higher education is a key question closely related to the shift in conception of university mission and functioning principles of the knowledgebased society. The relevance of information literacy emerges in the context of the shift in teaching and learning paradigm when learning is considered as self-directed, autonomous activity steered towards lifelong learning in programme documents. The importance of information literacy is viewed in the context of ICT use for learning purposes. ICT provides a great variety of information and learning material that is pedagogically unprocessed, therefore information literacy dimension is indispensable for efficacy and effectiveness of learning with ICT. Information literacy is an essential prerequisite to successful lifelong learning and very often an integral element of this learning. The paper presents the research findings obtained during the educational experiment in years November 2005 – May 2006. The experiment aiming at enhancement of information literacy was conducted with the research sample of 32 full-time first-year university students. The phenomenographic inquiry into information literacy conception provided with insights into students’ understanding of information literacy as the necessity of the future society with domination of ICT in all spheres of life. However, this study highlighted students’ understanding of information literacy limited to the concept of information technology (IT ) that implies just technological aspect necessary for information search and communication. Such view can become a serious obstruction to students’ enhancement of deep-learning approach and reduce efficacy of learning. Comparative analysis of information literacy tests’ (administered two times during the experiment) scores proved a positive impact of the experimental treatment on students’ knowledge and skills. Thus, the obtained findings validate the necessity of information literacy integration into the study process.

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