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1.
This study focuses on the relationship between freshman college students’ self-reported confidence level in library research and their actual library research skills. A demographic survey and skills test were administered to 377 freshmen at East Carolina University in their first-semester English composition classes. The article addresses two research questions: What is the correlation between freshman students’ self-reported confidence level and tested skills? Do other factors such as age, gender, high school grades, or previous library instruction have an impact on students’ confidence level or skills? Results examine implications for library instruction. 相似文献
2.
ABSTRACTThis study investigated the use of Twitter in terms of personal and academic variables of students. These included gender, grade point average (GPA), and year level. Data were collected from undergraduate students at the College of Social Sciences at Kuwait University. A structured questionnaire was used as the data collection instrument. The findings show that the majority of respondents use social media, 42.8% use Twitter “sometimes,” and 44.4% use it “always.” There is no significant difference between males and females, except for social influence (SI). There is a statistically significant difference in the use of Twitter as an information source among students for different academic year levels, with the highest mean for senior students. However, no significant differences were found by students' GPA scores. Further investigation focusing on variables such as students' level of confidence and skills of using Twitter, such as the effect of course content, etc., would provide more insight into the use of social media platforms in higher education. 相似文献
3.
《The Reference Librarian》2013,54(24):129-145
This study examined international students' acquisition of library research skills in relation to their English language proficiency. The experimental study involved 13 students who were studying English at the Florida State University Center for Intensive English Studies (FSU-CIES) during the 1987 Spring semester. Results of the Pearson Product Moment Test showed a moderate correlation (r = .43) between the students' exit TOEFL scores and the posttest library skills scores. Other findings were: (1) The students mastered 80% of the material taught as measured by Shannon Entropy; (2) Lack of command of the English language, lack of self-sufficiency, and absence of the conceptual awareness of library research were major obstacles to comprehension of the material. 相似文献
4.
This work replicates and builds on a pilot study designed to test the theoretical model of information-seeking behavior called the imposed query. The same cross-sectional approach was used to collect data at the pilot site and at two other similar schools, and interviews were conducted with the school library media specialist, teachers, and students at the pilot site. Major quantitative findings include the persistence of a relationship between grade level and question type, gender difference in library use at the pilot site, and a significant difference in prevalence rate for one school as compared with the other two. Qualitative findings identify teachers, the school library media specialist, parents, and children as imposers. Children were most hindered by limited reading skills, showed a preference for browsing and known items, demonstrated a limited ability to assess information critically, and used a wider variety of sources for imposed queries than for self-generated questions. 相似文献
5.
This paper analyzes multiple factors from current university students' high school experiences, including demographic, educational, and economic factors, and current standing and grade point average (GPA), to evaluate the students' information literacy skills associated with a 1000 level course on information literacy which is part of the university's general education requirement. The pre-test indicates that students lack sufficient skills needed to do college-level research. Results of regression analyses demonstrate that only current university GPA and standardized test scores have any influence on information literacy test scores. 相似文献
6.
Francesca Marineo Qingmin Shi 《Journal of Library & Information Services in Distance Learning》2019,13(1-2):40-55
This article discusses how the Library and Office of Institutional Research at a public college measured the relationship of an online information literacy module in the learning management system with student success metrics in a first-year experience course. Specifically, the authors examine the relationships of an online instruction module, online module completion status, library use sessions, and student success metrics, such as semester grade point average (GPA), one-year retention, and academic standing. The results suggest that students who participated in the online information literacy module had better student outcomes than those that did not participate in the module. Research assignment grade and library use sessions are found as significant predictors of student semester GPA and one-year retention, controlling for high school GPA, student characteristics, and utilization of student support services. Practice implications are discussed. 相似文献
7.
Dr. Stephanie Havron Rollins, Instruction Coordinator, and Ed Cherry, Systems Librarian at Samford University, presented the results of their research that measured the use of library electronic resources and academic success as defined by a higher grade point average (GPA). They presented statistics on student database log-ins by college, department, and major; student log-ins by level, class, and gender; and student undergraduate GPA by department and class. Research implications were discussed along with future research ideas. Their findings demonstrate to library stakeholders the impact that the library has on student success. 相似文献
8.
Sue Samson 《The Journal of Academic Librarianship》2014,40(6):620-625
The focus of this study was to identify: 1) usage of library e-resources by faculty and staff affiliation and status to identify research and teaching needs; 2) usage of library e-resources by student major, status, gender, registered disability and registered veteran to establish best outreach practices and areas that need service improvement and collection development in support of student learning; and 3) the correlation between use of library e-resources and student attainment as defined by grade point average (GPA). Demographic data was collected for these users based on their university NetID logins. The findings in this study conclusively document that students and faculty use library e-resources to a statistically significant extent and that a statistical relationship exists between student GPA and their use of e-resources. This information confirms the value of library resources to institutional teaching and research needs and can be used to document library value to the institutional mission. 相似文献
9.
Jorden K. Smith Lisa M. Given Heidi Julien Dana Ouellette Kathleen DeLong 《Library & information science research》2013
This study examines how high school students' information literacy (IL) skills prepare them for academic work in the digital age. The project included: (a) an audit of university IL practices; and (b) the administration of the James Madison University (JMU) Information Literacy Test (ILT) to 103 twelfth grade students in Alberta, Canada. Due to the low stakes of the test, there was concern about the reliability of the results. Rapid guessing, response time effort, and motivation filters were applied to confirm the reliability of the results. Results indicate a gap between expectations of high school students and their skills. Using a standardized test, potential incoming undergraduate IL proficiency was identified, including student strengths and weaknesses. The audit identified IL policies and practices at the university, indicating discrepancies in the IL instruction students may receive. Findings indicate that students lack the IL proficiency required to succeed in the post-secondary educational environment, and the libraries are not prepared to effectively address this gap. 相似文献
10.
《The Journal of Academic Librarianship》2020,46(5):102174
The study attempts to investigate the preparedness of University of Cape Coast Library to implement mobile technology-based library service. The study involved six management members from the library and fifteen students comprising ten undergraduate and five postgraduate students. Interview guide was used as a tool for data collection. The interview guide was grouped under four headings: perception of mobile library service on campus, students' proficiency and strategies for successful implementation and imminent challenges. The data collected was qualitative in nature. The study shows that
- 1.Almost every student had at least one mobile device which is a smartphone and can be used to access library service.
- 2.Though proficiency level among students was high, there would still be the need for library management to train users to fully appreciate the use of these gadgets in accessing library services.
- 3.Students and management expressed their willingness to patronise such services. They also showed positive perception regarding mobile phone-based library services.
11.
Impact of an evidence-based medicine curriculum on medical students' attitudes and skills. 总被引：5，自引：0，他引：5
Josephine L Dorsch Meenakshy K Aiyer Lynne E Meyer 《Journal of the Medical Library Association》2004,92(4):397-406
PURPOSE: This evaluation study sought to assess the impact of an evidence-based medicine (EBM) course on students' self-perception of EBM skills, determine their use of EBM skills, and measure their performance in applying EBM skills in a simulated case scenario. METHODS: Pre- and post-surveys and skills tests were developed to measure students' attitudes toward and proficiency in EBM skills. Third-year students completed the voluntary survey and skills test at the beginning and completion of a twelve-week clerkship in internal medicine (IM) co-taught by medical and library faculty. Data were analyzed using the Mann-Whitney U test for a two-tailed test. RESULTS: A statistically significant increase was found in the students' self-assessment of skills. Students reported using the journal literature significantly more frequently during the clerkship than before, although textbooks remained their number one resource. A majority of students reported frequent use of EBM skills during the clerkship. Statistically significant improvement in student performance was also found on the posttest, although the level of improvement was more modest than that found on the post-surveys. CONCLUSION: The introduction of EBM skills to students during a clinical clerkship provides students an opportunity to practice EBM skills and reinforces the use of evidence in making patient-care decisions. 相似文献
12.
Problem-based medical education: effect on library use. 总被引：1，自引：0，他引：1
J A Rankin 《Bulletin of the Medical Library Association》1992,80(1):36-43
Problem-based learning (PBL) is being adopted by U.S. medical schools. Information-seeking skills are central to the PBL curriculum, which emphasizes self-directed learning and the acquisition of problem-solving and lifelong learning skills. The purpose of this study is to begin exploring the relationship between the PBL curriculum and student information and library use. Medical students in PBL and conventional medical school curricula were compared on library and information-seeking competencies, behaviors, and perceptions. A survey was sent to second-year students in four medical schools, two schools with two curricular tracks (one PBL and one conventional), one PBL school, and one conventional school. The results showed certain significant differences (P less than 0.05) between PBL and conventional curriculum students, suggesting that PBL students were the more frequent library users, used information resources that supported the independent learning process, acquired information-seeking skills at an earlier stage in their medical education, and reported greater ease in using these skills. 相似文献
13.
D. R. Kalia 《International Information and Library Review》2013,45(1):29-33
This study investigates the relationship between the students’ computer attitudes to library anxiety, computer experience, gender, native language and age. It also examines the amounts and most common types of computer use and their effects on the students’ computer attitudes. Age and gender do not show any significant relationship to computer attitudes; nonetheless, year of study and native language both show a relationship to the computer confidence factor. Computer use, especially home use, is strongly and consistently associated with positive computer attitudes although there are positive correlations between all computer-attitude factors and all library-anxiety factors. Computer experience produces positive computer attitudes, and positive computer attitudes help decrease library anxiety among students. 相似文献
14.
《The Journal of Academic Librarianship》2023,49(4):102733
This paper explores the demographic and academic variables influencing students' perceived information literacy self-efficacy using Kurbanoglu et al.'s Information Literacy Self-Efficacy Scale (ILSES) and its two subscales. An online survey was created to gather data from students which contained Bangla version of the 28-item ILSES together with demographic and academic questions. A printed version of the survey was also distributed to students locally. A total of 408 students participated in the study. The findings revealed that students had moderate self-efficacy, with higher confidence in basic and intermediate-level information literacy (IL) tasks compared to advanced skills. There were significant differences in IL self-efficacy based on students' demographic and academic variables. The results suggest that age and computer proficiency were significantly associated with students' self-efficacy beliefs in information literacy. Overall, the 28-item ILSES and its two smaller subscales yielded similar results, indicating that shorter versions of the ILSES can be utilized to reduce questionnaire completion time without compromising the validity of the results. This study highlights the importance of demographic and academic variables in shaping students' IL self-efficacy beliefs and emphasizes the need for providing adequate support and training to improve information skills among students. 相似文献
15.
Like other units within colleges and universities, academic libraries are subject to increasing internal and external pressures to demonstrate their contributions to institutional goals related to students' success. The purpose of this study was to investigate the relationships between first-year undergraduate students' use of the academic library, academic achievement, and retention. Results of ordinary least squares regressions predicting first-year students' cumulative grade point averages (GPA) and logistic regressions predicting students' first-year to second-year retention suggest that students who used academic library services and resources at least once during the academic year had higher GPA and retention on average than their peers who did not use library services. The results of two separate regressions predicting students' GPA by 10 different types of library use suggest that four library use areas were consistently and positively associated with students' GPA: database logins, book loans, electronic journal logins, and library workstation logins. The results of two separate logistic regression analyses suggest that logging into databases and using library workstations were actions consistently and positively associated with students' retention. Additional results predicted by students' use of services at least one time and by one-unit increases in the frequency of library area uses are discussed. 相似文献
16.
A two-year study designed to integrate the medical communication skills and library skills curricula at the University of the West Indies, St. Augustine is reported. Given that an integrated approach to curriculum development offers benefits to learners and staff. The objective of this study was to explore the feasibility of implementing this approach among Year 1 pre-clinical students in 1997 and 1998. Student performance on an essay question that integrated the application of students' knowledge of written communication and library skills in a final examination performance was assessed. Pre- and post-test results of students' library skills were compared within each year. anova analysis indicated that there was a significant increase in mean scores from pre-test to post-test which suggests that students performed better on a test of their knowledge and application of library skills after instruction, but the unavailability of a control group made this finding inconclusive. The findings are discussed in relation to practical and intellectual issues in curriculum integration. It is concluded that this type of curriculum integration is feasible, creates linkages in the curriculum and does not increase demand on student time. 相似文献
17.
《The Reference Librarian》2013,54(58):143-161
Abstract The focus of this study is nontraditional students and their perceptions of their library research skills. Governors State University (GSU) in Illinois has a majority of returning adult students. The average age of students is 36 years old. This is a unique population to survey because nontraditional college students are becoming more prevalent. Not all college students are ages 18-22. There is a growing percentage of older students attending college. The findings from the survey discuss how students perceive their library research skills and how their skills have or have not progressed since attending GSU. The issue of the academic library becoming automated since some of these students last attended school is addressed. Recommendations are given for those students who will attend GSU in the future. 相似文献
18.
Mark Alfino Michele Pajer Linda Pierce Kelly O'Brien Jenks 《College & Undergraduate Libraries》2013,20(1-2):81-98
ABSTRACT This article provides a case study of recent curriculum development in a freshman skills program which integrates critical thinking and English composition as linked courses at Gonzaga University. Known as “thought and expression” courses, this block of courses, which also includes speech communication, can be taken by students separately or in a linked cohort with the same twenty students in each class. In linked courses, faculty are generally aware of each others' course topics and assignments, and they meet to discuss student progress and look for opportunities for curriculum integration. In this case study, library faculty were included in the instructional team, and information literacy skills that relate to critical thinking were integrated into the goals of the critical thinking and English composition courses. Faculty involved in the courses believe that integrating library skills into course goals adds coherence to the curriculum; it also helps students to achieve the developmental goals of the learning community created by this course model. 相似文献
19.
Lana V. Ivanitskaya Kaitlyn A. Hanisko Julie A. Garrison Samantha J. Janson Danielle Vibbert 《Journal of the Medical Library Association》2012,100(4):277-283
Objective:
The research identified the skills, if any, that health preprofessional students wished to develop after receiving feedback on skill gaps as well as any strategies they intended to use to address these gaps.Methods:
A qualitative approach was used to elicit students'' reflections on building health information literacy skills. First, the students took the Research Readiness Self-Assessment instrument, which measured their health information literacy, and then they received individually tailored feedback about their scores and skill gaps. Second, students completed a post-assessment survey asking how they intended to close identified gaps in their skills on these. Three trained coders analyzed qualitative comments by 181 students and grouped them into themes relating to “what skills to improve” and “how to improve them.”Results:
Students intended to develop library skills (64% of respondents), Internet skills (63%), and information evaluation skills (63%). Most students reported that they would use library staff members'' assistance (55%), but even more respondents (82%) planned to learn the skills by practicing on their own. Getting help from librarians was a much more popular learning strategy than getting assistance from peers (20%) or professors (17%).Conclusions:
The study highlighted the importance of providing health preprofessional students with resources to improve skills on their own, remote access to library staff members, and instruction on the complexity of building health literacy skills, while also building relationships among students, librarians, and faculty.Highlights
- After receiving feedback on skill gaps, most preprofessional health students intend to develop their information literacy skills.
- Some students report that a trip to the library is a barrier to using library resources.
- Students see the need to build their information evaluation skills, knowledge of citations and plagiarism, and library skills, which they differentiate from Internet skills.
- Students are more likely to identify librarians as sources for assistance in finding information than faculty or peers after receiving individual feedback explaining the role of libraries and library staff members.
Implications
- Students'' health information competencies can be built through assessment and feedback that reveals skill gaps, highlights misconceptions, and offers ideas on how to improve.
- Access to professionally designed self-study resources is needed for students who intend to develop health information competencies on their own.
20.
《图书馆管理杂志》2013,53(3-4):529-536