Attaining information literacy: An investigation of the relationship between skill level, self-estimates of skill, and library anxiety

By Melissa R. Gross, Don L. Latham Jr.. 2007

279 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Library and Information Sciences

View Paper: https://www.semanticscholar.org/paper/e5f6186db4038bdc368c477f6be0685fc4fdde23

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. J. V. van Merriënboer
2. Paul A. Kirschner
3. Khalid Mahmood
4. Fred Paas
5. John Sweller
6. Tamara van Gog
7. Paul Ayres
8. Femke C. Kirschner

In Library and Information Sciences

1. J. V. van Merriënboer
2. Paul A. Kirschner
3. Khalid Mahmood

Citations in the corpus

• Do People Overestimate Their Information Literacy Skills? A Systematic Review of Empirical Evidence on the Dunning-Kruger Effect (2016, result): “In the area of information literacy, Gross and Latham (2007, 2009, 2012) replicated the research of Dunning and Kruger; in two out of three studies, they identified a disconnect between students’ self-assessments of their information literacy skills and their actual skill level.”
• Do Learners Really Know Best? Urban Legends in Education (2013, background): “Furthermore, research of Brand-Gruwel, Wopereis, and Vermetten (2005); Branch (2001); Gross and Latham (2007); and Lazonder (2000) revealed that students lack regulatory skills and have difficulties defining the information problem; identifying what they do not know.”