Danica Dolničar

Design of an expert system for water pollution determination/prevention

Abstract An initial model of an expert system was designed to provide quick responses for Slovenian river water pollution emergency situations by: identifying selected pollutants; planning immediate action to cope with urgent hazardous situations; identifying actual pollution source(s); and providing advice to reduce and prevent pollution at the source. The model knowledge base is implemented on the Knowledge. Pro communication system and is derived from two relational databases using the Informix.Sql relational database management system.

A comparative study of three teaching methods on student information literacy in stand-alone credit-bearing university courses

Three teaching methods, applied to credit-bearing information literacy (IL) university courses, were evaluated and compared. The effects of lecture-based learning (LBL), project-based learning (PjBL) and problem-based learning (PBL) were investigated using the information literacy test (ILT) as an assessment tool, with regard to the total ILT score, specific IL contents according to the five ACRL standards and students’ mental skills according to the Bloom’s cognitive categories. While all three teaching methods showed a significant improvement in the ILT post-test, the active-learning groups of PjBL and PBL scored significantly better than the LBL group. The most notable positive difference was observed in students’ effective access to information related to database searching skills, in the intellectual property/ethics issues and in the cognitive category of comprehension. The PjBL and PBL post-test results did not differ significantly, indicating that both active learning methods resulted in similar improvements of students’ IL.

Evaluation of Information Literacy of Slovenian University Students

This contribution summarizes the results of the evaluation of information literacy (IL) of 677 higher education students enrolled in study programs of life sciences, health, technologies, and social sciences at six Slovenian faculties. The information literacy test (ILT) that was developed, verified and validated by the authors in a previous work served as the IL measuring instrument. Statistical analyses of ILT responses were performed in SPSS. The results suggest that, on average, Slovenian students’ IL is satisfactory and improves with years of education. On average, students know information sources and adequately evaluate the collected information. They possess skills to use the information in academic work and to synthesize data into knowledge. However, students are less proficient in advanced search strategies available in scientific and patent databases. The main deficit in students’ knowledge is evident in topics related to intellectual property rights and in ethical issues related to acquisition and use of information. Students that participated in an IL-specific study course significantly improved their ILT achievement, most significantly in topics where their pre-knowledge was lower.

Some Predictors of University Students’ Information Literacy

The study investigated the predictive power of scientific literacy (SL), ICT use, self-concept, self-efficacy and motivation of 139 undergraduate university students on their information literacy (IL) before taking a compulsory credit-bearing IL course. Knowledge tests were administered for IL and SL, and questionnaires for ICT use and psychological factors. All predictors together accounted for 33.3% of the variance in the pre-test IL level. Significant positive predictors included SL and self-concept about learning, while external controlled motivation correlated negatively with IL. ICT tools and Internet confidence were poor predictors of IL. Internal motivation played a suppressor role in the model. The IL study course significantly improved the IL of students, with a mean difference of 16.38%; the students who scored poorly on the pre-test, benefited more than others.

Assessing Content and Cognitive Levels of Information Literacy in a Group of Life Sciences University Students

The present study investigates the initial level of information literacy (IL) of 308 life sciences students from three Slovenian faculties compared to the level achieved by the students after completing a compulsory credit-bearing IL course. A validated information literacy test (ILT) served as an assessment instrument, and the results were statistically analysed by IL topic, cognitive category and year of study. The students achieved significant progress in all main IL topics and all cognitive categories. The greatest improvement was in the subscale of database searching, where the initial IL level was the lowest. Another IL deficiency that was detected and improved relates to legal and ethical issues. With regard to cognitive categories, the students achieved the most evident progress in the category of applying knowledge, where they were initially the least successful. An analysis of the students’ IL achievements by year of study led to the recommendation to include an IL-related study course in the curriculum of life sciences programmes in the second year of study.