Abstrakt
The primary goal of our contribution is to stress the necessity of including cyclic or continual research methods in information literacy (IL) education. The distinctive character of recent IL education seems to be specialization in a wide range of study areas, so, it is obvious, that the quality of empiric data is a precondition for building student - centred lessons.
Evidence - based learning (as a general attitude) in evaluation of IL education leads to more effective educational aims (Davies, 1999). The various model approaches to thinking about the effectiveness of IL education are presented.
We focus on the Kirkpatrick's Four - Level Model which corresponds with our aim to strengthen students' satisfaction and learning results (Kirkpatrick & Kirkpatrick, 2007). Practical experience with conducting research according to this approach is presented in detail. (...)