How will students in Germany work and learn with digital tools in 2025? What skills will they have in terms of research for scientific information, media design, use of word processing, communication and cooperation tools - and what expectations and ideas do they have in relation to these digital fields of application? With the current Media and Information Literacy Study MIKS 2025, we want to address these and other pressing issues. The MIKS survey was initiated by the Joint Commission on Information Literacy of the two important german library associations dbv and VDB in cooperation with the DIPF Leibniz Institute and was conducted by the Media and Information Centre of Leuphana University Lüneburg (in cooperation with Prof. Dr. Dana Mah) as a pilot study at Leuphana University Lüneburg. This workshop will provide insights into the research design and present the most important core statements of the research results of the Media and Information Literacy Study (MIKS) for further discussion among the participants. The results of this study are important for science, politics, education and especially for the work of libraries in Germany, as they urgently need up-to-date, empirically sound data on the specific information behaviour of Generation X students, especially in times of fake news, fake science, filter bubbles and artificial intelligence. The first and at the same time last major survey on information literacy among German students was conducted in 2001 by the widely received "SteFi" study (Gavriilidis et al., 2001) commissioned by the German Federal Ministry of Education and Research (BMBF). At the time, the study provided some alarming insights into students' information practices, which subsequently led to a wide range of efforts by libraries to promote information literacy. But the Stefi study is now almost a quarter of a century old and a renewal of empirical findings in the field of information literacy is long overdue. As early as 2012, the German Rectors' Conference (HRK) therefore explicitly emphasised the need for a new study following a broader understanding of the concept of Information Literacy (Hochschulrektorenkonferenz (HRK), 2013, p. 16). The term information literacy should therefore be understood very broadly in the context of the study. Based on this understanding, the structure of the study was inspired in equal measure by both the EU's “DigComp 2.2” Framework (Vuorikari, Kluzer, & Punie, 2022) and the ACRL's “Framework for Information Literacy for Higher Education” (Association of College and Research Libraries (ACRL) & American Library Association (ALA), 2015). The 55 main questions of the MIKS survey therefore cover both traditional areas of information literacy as well as media and IT literacy. The project presented here empirically examined the media and information literacy of students at Leuphana University Lüneburg (n>350) as part of an initial pilot study and does not yet reach the sample size of the former Stefi study. However, perspectives for further scaling of the sample and for the reuse of the survey at other universities will be presented and discussed during this workshop.
References
Association of College and Research Libraries (ACRL), & American Library Association (ALA) (Eds.) (2015). Framework for Information Literacy for Higher Education. Retrieved June 09, 2019, from http://www.ala.org/acrl/standards/ilframework.
Gavriilidis, K., Feldmann, M., Klatt, R., Kleinsimlinghaus, K., Kutz, S., & Urtze, S. (2001). Elektronische Information in der Hochschulausbildung: Innovative Mediennutzung im Lernalltag der Hochschulen. In K. Gavriilidis, M. Feldmann, R. Klatt, & K. Kleinsimlinghaus (Eds.), Elektronische Information in der Hochschulausbildung. Innovative Mediennutzung im Lernalltag der Hochschulen. Opladen: Leske + Budrich.
Hochschulrektorenkonferenz (HRK) (Ed.) (2013). Hochschule im digitalen Zeitalter: Informationskompetenz neu begreifen - Prozesse anders steuern. Entschließung der 13. Mitgliederversammlung der HRK am 20. November 2012 in Göttingen (Beiträge zur Hochschulpolitik No. 2013,1). Bonn: Hochschulrektorenkonferenz (HRK), from http://www.hrk.de/fileadmin/redaktion/hrk/02-Dokumente/02-10-Publikationsdatenbank/Beitr-2013-01_Informationskompetenz.pdf.
Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2 - the Digital Competence Framework for Citizens: With new examples of knowledge, skills and attitudes (EUR No. JRC128415). Luxembourg: Europäische Kommission, from https://op.europa.eu/en/publication-detail/-/publication/50c53c01-abeb-11ec-83e1-01aa75ed71a1/language-en/format-PDF/source-280137285.
