Information literacy of students after finished primary school - example of firstyear high school students in Koroška

Namen diplomskega dela \u27Informacijska pismenost dijakov po končani osnovni šoli – primer dijakov prvih letnikov srednjih šol na Koroškem\u27 je ugotoviti stopnjo informacijske pismenosti (v nadaljevanju: IP) dijakov prvih letnikov poklicnih in strokovnih srednjih šol na Koroškem ob začetku šolskega leta 2014/2015 in ugotoviti ali obstajajo razlike glede na različne dejavnike. Diplomsko delo je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu smo predstavili področje IP. Opredelili smo pojem, se dotaknili začetkov in nekaterih definicij. Poiskali smo vlogo oziroma pomen IP. Opisali smo značilne elemente informacijsko pismene osebe. Predstavili smo najpomembnejše modele in standarde IP, ki se uporabljajo v šolstvu. Pisali smo o informacijskem opismenjevanju v osnovni šoli. Zadali smo si nalogo, da pregledamo učne načrte za osnovno šolo. Ugotovili smo, katera znanja naj imajo učenci po končani osnovni šoli s področja IP. Povzeli smo nekaj tujih raziskav s področja IP. V empiričnem delu predstavljamo rezultate raziskave dijakov prvih letnikov srednjih šol na Koroškem. Na podlagi anketnega vprašalnika smo ugotovili, koliko uporabljajo informacijsko komunikacijsko tehnologijo (v nadaljevanju: IKT), kako so vešči njene uporabe, koliko so bili deležni informacijskega opismenjevanja v osnovni šoli in stopnjo IP po končani osnovni šoli. Iz rezultatov analize ankete lahko sklepamo, kako uspešen je slovenski osnovnošolski sistem na področju informacijskega opismenjevanja. Ugotavljamo, da dijaki ob vstopu v srednjo šolo niso dovolj informacijsko pismeni. Imajo osnovno znanje računalništva, dobro poznajo IKT, težave pa imajo z delom z informacijami. Prav tako ugotavljamo statistično značilne razlike v IP glede na nekatere dejavnike: osnovno šolo, ki so jo obiskovali, uspeh, ki so ga dosegli v zadnjem razredu osnovne šole, izobrazba staršev, lastništvo knjig doma, pogostost poseganja po določenih gradivih.The purpose of the diploma thesis ‘Information Literacy of Learners After Finishing Elementary School – Example of First Year Learners of High Schools in Carinthia’ is to find out the level of information literacy (further: IL) of first year learners of vocational and technical schools in Carinthia at the beginning of the school year 2014/2015 and to discover whether there are differences regarding different factors. The diploma thesis consists of theoretical and empirical part. In the theoretical part we presented the field of IL. We defined the concept, touched the beginnings and some definitions. We found the role or the meaning of IL. We described different elements of information literate people. We presented the most important modals and standards of IL which are used in education. We wrote about information literacy in elementary school. We set the task to look through the curriculum of elementary school and to found out which skills learners should have after finishing elementary school in the field of IL. We summarized some of the foreign studies of IL. In the empirical part we present the research results of first year learners of high schools in Carinthia. Based on the questionnaire we found out how much they use information communication technology (further: ICT), how they are skilled in its use, how much information literacy they have received in elementary school and the level of IL after finishing elementary school. Based on the results of the analysis of the survey we can conclude how successful the Slovenian elementary educational system in the field of information literacy is. We find learners not enough information literate upon entering the high school. They have a basic knowledge of computers, they know well ICT but they have difficulties working with information. We also find statistically significant differences in IL regarding some factors: elementary school which they attended, academic success which they achieved in the last year of elementary school, parental education, the ownership of books at home, the frequency of using certain learning materials