DEVELOPMENT OF THE 21ST CENTURY INFORMATION LITERACY SKILLS SCALE, VALIDITY AND RELIABILITY STUDY

Rüstem Kalaycı, Necmi Eşgi

Abstract


In this study, it was aimed to develop a valid and reliable scale to determine the opinions of high school students about 21st-century information literacy skills. During the scale development phase, an item pool of 34 items that provided content validity was created, the number of items was reduced to 32 items in total after expert opinion, and a total of 794 people were administered the scale for the first application of the scale development phase. The data obtained as a result of the first application were subjected to exploratory factor analysis (EFA) and reliability studies. As a result of the analysis, a two-factor scale (“Using Information and Legal Elements”, “Accessing Information and Sharing Information”) consisting of a total of 12 items with validity and reliability was obtained. In order to test the suitability of the factor structure of the scale, confirmatory factor analysis (CFA) was performed by applying the scale to a total of 418 people. As a result of the analysis, the factor structure (fit index values) of the scale was found within the desired reference ranges. In line with the sub-objectives of the study, there was no significant difference according to the variables of the gender of the students, the gender of the teachers, and the years of seniority of the teachers. It was observed that there was a significant difference between students and teachers in favor of teachers among all dimensions. As a result of all the analysis of the scale, a scale consisting of a total of 12 items, which can be applied to high school students with proven validity and reliability, was developed.

 

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21st-century skill, information literacy, scale development

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DOI: http://dx.doi.org/10.46827/ejes.v11i3.5221

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