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    Commencing undergraduates' self-efficacy and ability in finding academic resources: Are they improving?

    219179_219179.pdf (167.6Kb)
    Access Status
    Open access
    Authors
    Oliver, Beverley
    Date
    2008
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Oliver, B. 2008. Commencing undergraduates' self-efficacy and ability in finding academic resources: Are they improving? Studies in Learning Evaluation Innovation and Development. 5 (3): pp. 1-8.
    Source Title
    Studies in Learning Evaluation Innovation and Development
    ISSN
    18322050
    School
    LSN Teaching Development Unit
    URI
    http://hdl.handle.net/20.500.11937/22830
    Collection
    • Curtin Research Publications
    Abstract

    Many studies suggest that young people, including commencing undergraduates are increasingly ―Net-savvy‖ and sophisticated users of information and communication technologies, devices and techniques, including their ability to find information. This paper reports on the self-efficacy and ability of two diverse cohorts of students (one in 1999–2000 and the other in 2004–5) in finding websites and journals for academic purposes, using the same methods. The preliminary results suggest that more recent cohorts (that is, those closer to what has been more recently described as the Net Generation) have greater confidence in their ability to find websites and journals for academic study, and that their confidence is justified. Deeper investigation suggests, however, that these Net Gen undergraduates are more confident than they should be, and that academic and information literacy programmes for commencing students are still necessary to ensure that our more Net-savvy students are also ―search-savvy.‖ Because of the differences in the cohorts tested in this research, the findings are limited; nevertheless, this small study does highlight discrepancies in students' self-efficacy and indicators of ability. Having more robust tools to assess students' abilities to find information, particularly for use with commencing undergraduates, would be a useful addition to university curricula. This article has been peer-reviewed and accepted for publication in SLEID, an international journal of scholarship and research that supports emerging scholars and the development of evidence-based practice in education. © Copyright of articles is retained by authors. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

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