Empirical Research Of Undergraduates’ Information Literacy Assessment Based On Scenario Test

"Information Literacy" was proposed in 1974. Its connotation and denotation experienced sustained evolution, and aroused great attention and concern on a global scale. The related practice also received a great development. As the backbone of the country and hope for the future, the evaluation, improvement and culture of students’ information literacy level will inevitably become an important part of higher education. However, there are many deficiencies in the current domestic capacity assessment for undergraduate information literacy. Most studies designed information literacy evaluation scale, and then through giving weight rating formed information literacy evaluation scale, and thus evaluated the ability of the subjects subjectively. There is also a small parts of studies designed test questions to evaluate students’information literacy ability. But both kinds of the studies cannot reflect the whole process of the subjects solving the study problem, through accessing information, evaluating information and using information. Therefore, designing the information literacy which is based on the scenario is of great value. It is able to restore the whole process of solving the information problem. And then it can let the researcher understanding the subjects’ habits and characteristics in retrieval and using information deeply. This prompts the researchers to grasp the information users’information behavior, which are under different information literacy level. And then the researchers can find out the key point and concrete practice to improve the students’Information literacy.This article concluded the information literacy evaluation standard which this research reference though compare two sets of information literacy standards. And then summed up seven core competencies. Based on the seven core abilities, this article designed two phase of the test.The first phase is divided into two parts. The first part is the students’subjective cognition topic. This part is fully in accordance with the seven core competences. The second part designed six information scenarios. A width problem and a deep problem were set in each information scene, using the quantity of the answers of each problem to measure the results. And so we can find the characteristics about the width and depth of six aspects of information literacy thought. Through the comparison about the two parts, we find that the consequence of the two parts are different.In the second phase, students should choose one theme in two to study. The behavior of the computer screen was recorded when the students solving the information problem. From the screen video, the subjects’ information behavior was analyzed deeply. All aspects of the subjects’ information literacy was described. The results show that in the aspect of information demand, the subjects’ ability is high, but in the aspects of information acquisition, information evaluation and organization and the use of information, there is a large room for improvement, and in the aspect of information ethics, subjects ability is very bad.The biggest innovation of this article is to use the method of restoring the process of solving problem, to evaluate the participants’ information literacy, to find the subjects’detail information behavior characteristics.