The purpose of this study is to examine the mutual relationship between information literacy and information rights, focusing on how people with high information literacy recognize and use information rights.
This study explores how individuals with information literacy understand and use information rights. This research uses a dual approach. Quantitative surveys, involving 217 Master's and PhD students, delve into the dimensions of information rights. Rigorous stratified sampling ensures diversity. A comprehensive questionnaire, exhibiting high reliability and validity, is administered before and after a two-month online information literacy course. The t-test statistical tests analyze the quantitative data. For deeper insights, qualitative open-answer questionnaires with 50 top-performing participants uncover experiences and perceptions. A two-stage coding process is applied to identify themes.
Major findings showcase the nuanced understanding of information rights shaped by education, experiences and strategic use. Recommendations include emphasizing online privacy education and active roles for information-literate individuals in policy advocacy.
This study contributes to the understanding of information rights, providing a foundation for informed policy and education.
