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A. Špernjak1, T. Bartol2, B. Boh Podgornik3, K. Dolenc1, D. Dolničar1, M. Puhek4, N. Špur5, A. Šorgo1

1University of Maribor, Faculty of Natural Sciences and Mathematics (SLOVENIA)
2University of Ljubljana, Biotechnical Faculty (SLOVENIA)
3University of Ljubljana, Faculty of Natural Sciences and Engineering (SLOVENIA)
4Doba, College in Maribor (SLOVENIA)
5University of Maribor (SLOVENIA)
Given the exponential growth in the quantity of data and documents, the development of Information Literacy (IL) has become one of the pressing issues in contemporary society. However, assembling lists and descriptors of IL (e.g. ACRL, DigComp 2.1) is not enough and must be upgraded with practical solutions for its development. As a part of this attempt, we initiated a project entitled “Development, Testing and Validation of an Autonomous Intelligent and Adaptive E-learning System for the Improvement of Information Literacy of Adolescents“ (Šorgo et al, 2017). For the development of such an Intelligent system (IS), work was divided into three streams: a) development of the conceptual framework of the IL Standards and Performance Indicators for secondary education (Dolničar et al., in press); b) development of the formative tasks and exercises; c) development and programming of the IS (Šumak et al., 2017).

The main incentive for the development of IS was the recognition that Slovenian adolescents are proficient in the use of digital technologies but lack IL skills. Therefore, such an IS should not only assess their IL but should lead them toward the acquisition of IL skills. The first step in this process was the definition of IL standards, performance indicators and expected outcomes (knowledge and skills) for the secondary school level. The proposal was assembled by critical comparative analysis of a number of the international standards and tests and corresponding curricula (Dolničar et al., in press). Tasks were developed by a group of experts according to the OECD recommendations, and as applied in PISA tests.

The IL standards were operationalised by stating the expected outcomes (achievements) on three difficulty levels: basic, intermediate and advanced. Seven information literacy standards with 20 performance indicators were formulated. For each indicator, expected outcomes are provided at three proficiency levels. A typical task is structured as a text or picture followed by three questions at differing proficiency levels.

Dolničar, D.; Boh Podgornik B., Bartol, T., Špernjak, A. and Šorgo, A. Proposed Information Literacy Standards and Performance Indicators For Secondary Education. (in press)
Šorgo, A., Dolenc, K., Šumak, B., Podgorelec, V., Karakatič, S., Heričko, M. Proposal for developing an autonomous intelligent and adaptive e-learning system (AIAES) for education. In: Strahonja, V. (Ed.), Kirinić, V. (Ed.). CECIIS: Central European Conference on Information and Intelligent Systems: 28th international conference, September 27th-29th, 2017, Varaždin, Croatia, 2017, 169-174.
Šumak, B., Podgorelec, V., Karakatič, S., Heričko, M., Šorgo, A., and Dolenc, K. Towards an autonomous, intelligent and adaptive e-learning system. In: Žemva, A. (Ed.), Trost, A. (Ed.). Proceedings of the Twenty-sixth International Electrotechnical and Computer Science Conference ERK 2017, ERK 2017, Portorož, Slovenija, 25. - 26. September 2017, 407-410.