Abstract

This study examines how high school students' information literacy (IL) skills prepare them for academic work in the digital age. The project included: (a) an audit of university IL practices; and (b) the administration of the James Madison University (JMU) Information Literacy Test (ILT) to 103 twelfth grade students in Alberta, Canada. Due to the low stakes of the test, there was concern about the reliability of the results. Rapid guessing, Blogroll response time effort, and motivation filters were applied to confirm the reliability of the results. Results indicate a gap between expectations of high school students and their skills. Using a standardized test, potential incoming Kizlar undergraduate IL proficiency was identified, including student strengths and weaknesses. The audit identified IL policies and practices at the university, indicating discrepancies in the IL instruction students may receive. Findings indicate that students lack the IL proficiency required to succeed in the post-secondary educational environment, and the libraries are not prepared to effectively address this gap.

Article Outline
1. Introduction
2. Problem statement
3. Research questions
4. Literature review
5. Methods
o 5.1. Information literacy audit
o 5.2. Information Literacy Test (ILT)
6. Information Literacy Test data collection
7. Results
o 7.1. Information literacy (IL) audit summary
o 7.2. Information Literacy Test (ILT) results summary
o 7.3. Information Literacy Test (ILT) item analysis and content analysis summary
o 7.4. Filters: assessing test reliability
o 7.5. Rapid guessing and response time effort: definition and application
o 7.6. Application of the rapid guessing analysis to the Information Literacy Test (ILT) results
o 7.7. Participant response time effort (RTE) on the Information Literacy Test (ILT)
o 7.8. Application of a motivation filter to assess participant motivation to the Information Literacy Test (ILT) results
8. Discussion
o 8.1. Information literacy (IL) audit summary
o 8.2. Information Literacy Test (ILT)
o 8.3. Filters: assessing test reliability
9. Conclusion
o 9.1. The Information Literacy Test and IL proficiency
o 9.2. Information literacy support on campus
o 9.3. Next steps
Notebook Tamiri
Acknowledgments
References