Research on Information Literacy Evaluation Framework and Its Indicator Interaction Relationship

In the information society, information literacy is significant to students’ success, but the existing evaluation frame is far from satisfying. To address this issue, this paper introduces disciplinary literacy into the evaluation system and constructs an evaluation framework for normal university students of computer science and technology from the three modules of disciplinary development, general level and teaching orientation. Then, typical features of each module are extracted by the canonical correlation analysis method, and correlations between typical features are assessed by the Pearson correlation coefficient. With the support of 139 students’ data, we have already obtained the following conclusions. First, the general level is a bridge between disciplinary development and teaching orientation. Second, there are two groups of moderate positive correlations here, one between computational thinking attitude and information knowledge and the other between teaching belief and information ethics, with coefficients of 0.62 and 0.53, respectively. Moreover, there is a strong positive correlation between teaching integration and information ability, with a coefficient of 0.72.