Lin-Ching Chen｜Professor, Department of E-learning Design & Management, National Chiayi University｜lingin@mail.ncyu.edu.tw
Tsay-Ming Chang｜Professor, Department of Counseling, National Chiayi University｜chang@mail.ncyu.edu.tw
▌Abstract
The purpose of this study was to examine the effects of third-grade information literacy instruction, and two moderating factors of gender and academic achievement. The subjects were 138 third graders from southern Taiwan. They were taught two-period information literacy instruction every week, which included topics of the information literacy process, library literacy, media literacy and computer literacy. The instrument was the third-grade information literacy test, designed by the researchers, and was administered three times during the experimental period. The results showed that the student performance of the information literacy improved progressively, which meant that the information literacy instruction was effective. Gender had significant moderating effects on the information literacy learning; female students’ performance of information literacy was superior to male students’ performance. The information literacy instruction had an effect only on the students who had better grades in social studies, while there were no effects on the other academic subjects.
Keywords: information Literacy, Gender, Academic Achievement