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Fall 2021 Updates
Learning Commons spaces are open to students enrolled in fall and spring classes. ALL students & staff on campus are required to wear a mask. For more information, please see thepage.
While I'm not going to give you a speech here, I will say that you probably groaned (perhaps audibly) when you were told that you had to use three resources from the library. You, like every student before you (myself included), are currently confident that you don't need help finding quality sources because you don't know how bad you actually are at research. When you are unskilled at something, it takes experts to point it out because you don't know enough to know what you don't know. In this case, librarians are the experts at research! The video explains this phenomenon known as the Dunning-Kruger Effect, and there are links to library resources supporting why it matters to you as a student!
From the abstract: This study replicates a previous study based on work in psychology, which demonstrates that students who score as below proficient in information literacy (IL) skills have a miscalibrated self-view of their ability. Simply stated, these students tend to believe that they have above-average IL skills, when, in fact, an objective test of their ability indicates that they are below-proficient in terms of their actual skills.
From the abstract:The objective was to collect empirical evidence on the existence of Dunning-Kruger Effect in the area of information literacy. The findings clearly show that this theory works in this area. It is concluded that there is no calibration in peoples' perceived and actual IL skills; in most cases low-performers overestimate their skills in self-assessments. The findings have theoretical and practical implications for librarians and IL educators.
From the abstract: Generally, the authors of the find that the results support the Dunning-Kruger Effect theory that people lacking skills in a particular domain demonstrate a miscalibration between self-estimated and actual skill. Specifically, it confirms that this effect occurs in the domain of information literacy.