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《The Journal of Academic Librarianship》2022,48(1):102465
Despite the ease of accessing information in the digital age, environmental science students need information literacy (IL) to competently tackle complex problems and sustainability challenges. Students' experiences and teachers' perceptions of student IL skills in an environmental science program were investigated through student questionnaires and teacher interviews to identify students IL competence and eventual learning gaps in the program. Students expressed confidence in IL, more strongly in basic skills such as information search and source criticism than advanced skills; critical thinking and analysing, interpreting, and creating information. They found formulating problems and locating and assessing information to be challenging, despite repeated training in tutorial groups. Teachers similarly perceived students to be most competent in accessing relevant information while using information is more challenging. This could be linked to the complexity and interdisciplinarity environmental science. Findings suggest that IL learning gaps could be bridged by greater focus on systematic IL training, intentional training on advanced skills, and iterative training of both basic and advanced skills by strengthening faculty and librarians collaborative teaching. 相似文献
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Over the course of three years, an educational intervention was developed to teach information literacy (IL) skills, change perceptions of IL, and to recalibrate self views of the abilities of first year college students who demonstrate below proficient information literacy skills. The intervention is a modular workshop designed around the three-step analyze, search, evaluate (ASE) model of information literacy, which is easy to remember, easy to adapt to multiple instructional situations, and can provide a foundation for building information literacy skills. Summative evaluation of the intervention demonstrates that students who attend the workshop see an increase in skills and awareness of information literacy as a skill set. Increases in skills, however, were not sufficient to move participants into the proficient range. While workshop participants were able to reassess preworkshop skills, skills gained in the workshop did not result in recalibrated self-views of ability. Like the development of skills, the recalibration of self-assessments may require multiple exposures to information literacy instruction. 相似文献
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《The Journal of Academic Librarianship》2020,46(3):102136
As the programmatic instructional offerings of academic libraries expand and grow more complex, so too does the effort to effectively assess these programs. In particular, programs informed by the Framework for Information Literacy for Higher Education are placing librarians in a position to affect institutional outcomes, related to student learning and critical thinking, on a foundational level. In order to assess one particular scaffolded instructional program, the authors of this study collected a variety of data from instructional attendees over a period of four semesters. Through subsequent analysis, these data provided researchers with a means to explore multiple facets of the local instructional environment, including both direct and peripheral intervening factors associated with a program of ongoing support for the development of information literacy (IL) competencies among students enrolled in a first-year writing course. Importantly, this study's findings help to highlight the importance of course-integrated IL content via pre/post-IL session support provided by writing instructors, as well as instructional effectiveness on the part of librarian instructors. Together these facets of the learning environment promote positive affective outcomes for student learners in the context of their development of IL competencies. 相似文献
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Wei Zakharov Clarence Maybee 《Journal of Library & Information Services in Distance Learning》2019,13(1-2):215-225
This study explores how libraries can enhance information literacy in online undergraduate courses at Purdue University, a large Midwestern research university. The article investigates undergraduate students’ perception of the importance and their awareness of libraries’ services for online learning, challenges of using information to complete course assignments, and the ability to gather and evaluate information to complete online coursework. The findings contribute to four aspects of the Libraries’ programmatic efforts to support undergraduate students taking online courses. These include showing a need for IL, helping students stay connected to resources and support, pedagogic strategies, and strategically targeting courses. 相似文献
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调查了吉林大学医学生信息素养现状,分析了上过与未上过信息检索课的医学生信息素养差异性及其存在的根本原因,找出了医学信息检索课教学中存在的问题并提出了相应建议. 相似文献
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The authors wished to measure the degree to which a library information literacy course establishes a foundation for life-long learning. A web-based survey was administered to 2147 currently-matriculating Louisiana State University students who had taken the one-credit information literacy course, Library and Information Science (LIS) 1001 (Research Methods and Materials). Though the response rate was relatively low, the survey revealed clear evidence that students continue to use the materials and skills taught in the course throughout their college careers for both course work and personal research. 相似文献
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Scott A. Myers Matthew M. Martin Timothy P. Mottet 《Communication Research Reports》2013,30(4):352-361
The purpose of this study was to examine the relationship between college students’ communication motives (i.e., relational, functional, participatory, excuse making, sycophantic) and their use of information‐seeking strategies (i.e., overt, indirect, third party, testing, observing). Participants were 149 students enrolled in an introductory communication course at a Mid‐Atlantic university. Results indicated that (a) students who communicate for the sycophantic, relational, and participatory motives use the indirect and observing information‐seeking strategies and (b) students who communicate for the functional communication motive use the overt information‐seeking strategy, but do not use the testing information‐seeking strategy. Future research should examine whether college students use information‐seeking strategies with their classmates and the impact of the use of these strategies on their learning experience. 相似文献
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Stacy Gilbert 《Journal of Business & Finance Librarianship》2017,22(2):111-134
This study used content analysis to examine job postings from advertising agencies to find how often information literacy (IL) skills were seen in the job posts and how these skills manifest themselves. Five out of the six IL skills were seen in at least 41% of the job postings, however the skill of synthesizing information was rarely mentioned. It was also found evaluating data and using data software is performed by advertisers. This study concludes with asking librarians to introduce marketing students to more data and calls on librarians to consider the context in which IL skills are used. 相似文献
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Tomaž Bartol Danica Dolničar Bojana Boh Podgornik Blaž Rodič Tihomir Zoranović 《The Journal of Academic Librarianship》2018,44(3):374-382
The aim was to assess the information literacy (IL) of 310 first- and second-year students enrolled in nine different study programs at the School of Agriculture (Faculty of Agriculture), Novi Sad, Serbia, using an adapted version of a validated IL test (ILT) in an e-environment. Because the school does not provide systematic IL education, another purpose was to raise awareness of the importance of such instruction. ILT results were assessed according to five ACRL (Association of College & Research Libraries) standards, as well as three cognitive levels adapted from Bloom's taxonomy. The mean ILT score was 46.35%. Students were most successful in information evaluation and information need identification, and least successful in legal/ethical issues and information use. As expected, IL skills increase from the first to second year of study. Cognitive skills also increase, except for the highest level (applying knowledge), where all student groups are weak. Different study programs attract students with disparate knowledge/skill levels gained during secondary education, where some groups of first-year students may outperform second-year students in both IL and cognitive abilities. It is thus important to offer IL education to all students in order to provide a basis for more balanced academic progress. 相似文献
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Hannigan GG Bartold SP Browne BA Fulton S Henry BJ Malcom P Matthews TK McCullough EH Moshinskie JF Tonn-Bessent J 《Medical reference services quarterly》1996,15(4):81-88
The Computers and Medical Information elective is a collaborative effort to expose students to a variety of computer applications for medical information management. The course has a modular format so that students can work with a variety of people who are enthusiastic users of computer-based information systems. The elective emphasizes learning by doing. Faculty introduce concepts and systems and serve as guides in the use of systems. Students have rated the course positively and, after four years as an elective, some of the course's content has been integrated into the required curriculum. 相似文献
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文献信息检索课程题库建设的研究与实践 总被引：1，自引：0，他引：1
开设文献信息检索课是对大学生进行信息素质教育的主渠道,建立一套科学、合理的题库和试题（或习题）生成系统,用于学生课后练习和期末网上考试,既可以提高学生的学习效率,又可以较准确、客观地评价学生对本课程知识实际掌握情况。文章结合辽宁科技大学的文献信息检索课程题库建设的具体问题,如设计原则、参数指标、质量控制等进行分析研究,并对实践效果进行总结。 相似文献
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A wiki group project was integrated into a neuroscience course for first-year medical students. The project was developed as a self-directed, collaborative learning task to help medical students review course content and make clinically important connections. The goals of the project were to enhance students’ understanding of key concepts in neuroscience, promote active learning, and reinforce their information literacy skills. The objective of the exploratory study was to provide a formative evaluation of the wiki group project and to examine how wiki technology was utilized to enhance active and collaborative learning of first-year medical students in the course and to reinforce information literacy skills. 相似文献
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《Communication Teacher》2013,27(1):43-57
Based on the typology posited by Kram and Isabella (1985) that identifies three peer relationships present in organizations (i.e., information, collegial, and special), this assessment examined the association between students' perceptions of their in-class group members and six group outcomes (i.e., grouphate, cohesion, relational satisfaction, consensus, affective learning, and cognitive learning). Participants included 248 undergraduate students enrolled in two sections of an introductory small group communication course. Results revealed that students who rated group members to be information peers, rather than collegial peers or special peers, reported higher levels of grouphate and lower levels of cohesion, relational satisfaction, consensus, and cognitive learning. 相似文献
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Vickery Kaye Lebbin 《Research Strategies》2005,20(3):204-218
Whereas academic library participation in learning communities has become visible in recent years, the literature is still lacking research studies providing assessment data. This article offers the first perspective from students on the value of information literacy instruction through a learning community and the impact that instruction has on academic careers. A qualitative research method of focus group interviews was employed to solicit opinions from students who completed during a three-year period the University of Hawaii at Manoa's (UHM) Libraries, Scholarship, and Technology (LIS 100) learning community course. The findings indicate learning communities provide a valuable context for learning both affective and cognitive information literacy skills necessary in an undergraduate education. 相似文献
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《Communication Teacher》2013,27(1):50-64
Course: Small Group Communication The purpose of this assessment was to examine whether differences exist between students who self-select their classroom work group members and students who are randomly assigned to their classroom work groups in terms of their use of organizational citizenship behaviors with their work group members; their commitment to, trust in, and relational satisfaction with their work groups; and their self-reports of affective learning and cognitive learning. Participants were 126 students enrolled in a small group communication course. While students who self-select their group members and students who are randomly assigned to their groups do not differ in their use of organizational citizenship behaviors with their classroom work group members, students who self-select their classroom work group members do report higher levels of commitment, trust, and relational satisfaction, as well as more affective learning and more cognitive learning, than students who are randomly assigned to classroom work groups. 相似文献
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This study explores students' understanding of plagiarism and their information use practices. Based on earlier findings regarding students' orientation toward processes and the degree of plagiarism exhibited, it analyses four cases in a new Australian study of Year 11 students. The two students who plagiarized least are compared with the two who plagiarized most in an ancient history assignment. Those who plagiarized most were less engaged with their topics; remembered less about them a month later; demonstrated less interest in processes such as learning, seeking meaning, or understanding; and were less able to recognize plagiarism than did those who plagiarized least. Those who plagiarized least incorporated direct quotations more effectively, used fewer quotations, and synthesized information and ideas better than did the others. Learning experiences that emphasize student engagement and construction of knowledge through appropriate and effective information use should take precedence over attempts to detect plagiarism without providing alternatives. 相似文献
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《图书馆管理杂志》2013,53(3-4):515-527
AbstractEducation students are often not very information literate, and doctoral students are no exception to this “rule of thumb.” The challenge of preparing doctoral students in education to use online resources as they begin the literature review process becomes even more complicated when these students are also distance students who happen to meet at various sites throughout the United States. This presentation will discuss the pros and cons of designing and delivering online and face-to-face versions of a one-credit elective course for students in Programs for Higher Education at Nova Southeastern University. The advantages and disadvantages of delivering content in synchronous and asynchronous formats are examined. Issues addressed include: (1) the relative merits of using WebCT versus using ordinary Web pages and WebBoard discussions, (2) how to incorporate active learning into both modalities for delivering the course, (3) how to pace and structure the delivery of both versions of the course to meet the needs of distance learners, (4) how to meet the needs of students with different learning styles, (5) how to assess learning outcomes, (6) how effective group work was in synchronous and asynchronous environments, (7) how much sequential and developmental learning is necessary in the instructional process for doctoral students, and (8) how the dynamics of collaboration with an academic program can impact the political realities of the design process. 相似文献
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提高文献检索课教学兴趣性和主动性的几点思考 总被引：5，自引：0，他引：5
文献检索课是提高学生信息意识和检索能力的素质教育课。对于文检课中大量数据库检索的学习,文章提出以兴趣为出发点,把案例教学或举例教学的内容设定在学生感兴趣的学科领域、比较关心的毕业设计、熟悉的老师信息、脍炙人口的文学作品、高度关注的社会信息等,从而引导学生主动学习数据库检索方法,提高文检课教学效果。 相似文献