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1.
Mitchell Ross Helen PerkinsAuthor VitaeKelli BodeyAuthor Vitae 《Library & information science research》2013
Information literacy self-efficacy and academic motivation are both argued to play important roles in student academic development. The former is considered to be a predictor of student academic achievement while the latter is considered a key factor in developing information literacy self-efficacy. Today, many students undertake paid employment in conjunction with their academic studies and little is known about the effect this may have on their information literacy self-efficacy and academic motivation. As such, the relationship between information literacy self-efficacy, academic motivation, and employment has been unexplored. Data were collected via a questionnaire, comprised of existing scales, which was administered to undergraduate business students in an Australian higher education (HE) institution. A response rate of 58% resulted in 585 completed questionnaires. Findings suggest that whether or not students were engaged in paid employment did not appear to influence information literacy self-efficacy, although students in paid employment did exhibit significantly lower intrinsic motivation than students not in paid employment. Additionally, for students not in paid employment a significant relationship was found between amount of time spent on study and information literacy self-efficacy. Of some concern, the small amount of time students reported spending in academic pursuits outside of scheduled classes raises issues regarding the placement of information literacy instruction. For information literacy practitioners this study contributes to awareness regarding the conceptualization of information literacy instruction and its placement in the HE environment. 相似文献
2.
This study investigates distance learners' information literacy skills in using digital library resources and the factors (online learning and information manipulation) that correlate with learners' information seeking self-efficacy. In addition, distance learners' preferences with regard to digital resources selection and interests of developing information seeking skills were examined. 3517 students enrolled in one or more distance education courses were invited to participate in the online survey; 219 students completed the survey, for a response rate of 6.2%. The results revealed that distance learners who have higher self-efficacy for information seeking and proficiency in information manipulation exhibited higher self-efficacy for online learning. Moreover, students with high self-efficacy demonstrated superior knowledge of digital resources selection. Students who have low self-efficacy with regard to information seeking were more likely to express interest in learning how to use the library resources, although learning techniques for database searching was the exception. 相似文献
3.
[目的/意义] 结合网络健康信息搜索情境,从健康知识素养和健康信息检索素养两个视角出发,对用户健康信息搜索行为的过程变量和结果变量进行影响分析,探究健康素养对用户健康信息检索行为的影响机理。[方法/过程] 采用情境模拟实验和问卷调查相结合的方法,选取在校大学生为实验对象,利用SPSS多变量方差分析和独立样本T检验归纳出用户健康信息检索过程呈现的规律特点,并探究用户健康素养及搜索经验与网络健康信息搜索行为过程变量和结果变量的影响关系。[结果/结论] 结果表明,用户的健康知识素养和健康信息检索素养对搜索过程变量分别有较大影响,对搜索结果变量有交互影响。 相似文献
4.
《The Journal of Academic Librarianship》2019,45(5):102042
Librarians often use assessment methodologies to evaluate the efficacy and impact of their information literacy instruction sessions and programs. In this article, researchers use an action research methodology to explore the effect of information literacy instruction on first-year honors student assignments. The researchers explain how they implemented multiple cycles of planning, acting, observing, and reflecting in order to better understand student needs, increase the impact of library instruction, and communicate that impact to library and external stakeholders. Robust and cyclical assessment gave librarians and their strategic partners the opportunity to make iterative improvements to instruction, address issues of overconfidence in students, and make the case for additional information literacy instructional opportunities for honors students. 相似文献
5.
The purpose of this case study was to ascertain if college students’ information literacy improves through a faculty-librarian collaboration involving a session of library instruction as part of a regular political science course. The authors conducted two surveys to determine if in-person library instruction increases students’ research abilities. The authors surveyed political science faculty to discover their attitudes toward library research instruction. They also surveyed political science students to gauge their opinions on the value of library instruction and to see if there is a connection between their research proficiencies and instruction by a librarian. Through this case study, the authors found that such instruction does improve information literacy. The researchers concluded that for faculty and colleges interested in improving information literacy skills in undergraduate political science students, such library instruction is helpful towards that goal. 相似文献
6.
Nancy Muturi 《Communication Research Reports》2020,37(3):74-86
ABSTRACT The human papillomavirus (HPV) is one of the most common but preventable sexually transmitted infections that affect males and females but knowledge about it and vaccine uptake remain low. As organizations adopt eHealth communication strategies to communicate about HPV, this study examines the association between eHealth literacy (and related elements) and the motivators for HPV prevention that are based on the protection motivation theory. A survey was conducted among 472 young adults in Kenya and results show moderate eHealth literacy (M = 3.21, SD = 1.03) and online information seeking (M = 3.57, SD = 1.08) but low HPV knowledge and risk perception. eHealth literacy was correlated with HPV knowledge, perceived risk, self-efficacy, and response efficacy whereas online health information seeking were correlated with perceived seriousness of HPV infection. This study suggests examining the discrepancy between online information seeking and knowledge and the disparities in eHealth literacy among young adults in HPV communication. 相似文献
7.
《The Journal of Academic Librarianship》2022,48(3):102523
Considerable research argues the importance of situating information literacy in disciplinary curriculums. Arguments within this body of publications frequently share a common recommendation, to look towards national disciplinary standards and curriculum learning outcomes to develop relevant learning outcomes for librarian-led information literacy instruction. The assumption underlying this recommendation is that disciplinary faculty are knowledgeable of and use national standards to design their curricula and learning outcomes. This paper presents the results of a single-institution survey that explored California State University, Los Angeles faculty's knowledge of national disciplinary standards and program learning outcomes and tested if that knowledge is related to disciplinary faculty teaching information literacy. The findings suggest that faculty are generally more aware of program learning outcomes (PLOs) than national standards and that there is an association between knowledge of PLOs and teaching information literacy. 相似文献
8.
Competency theory predicts a miscalibration between students' self-assessments of their information literacy skills and their actual skill level. This study investigates whether such a disparity is evident among incoming freshmen who test as non-proficient on a standardized test of information literacy. In addition, this study analyzes Information Literacy Test scores and library anxiety test scores to provide preliminary data on whether library anxiety is related to information literacy skill attainment. Findings reveal that the relationship between information literacy skills and self-assessments predicted by competency theory are evident in the domain of information literacy. This study did not find an association between information literacy skill scores and total library anxiety scores. However, a significant negative correlation between information literacy scores and the subscale “knowledge of the library” indicates that as information literacy scores rise, anxiety scores related to a lack of knowledge of the library fall. The findings suggest that traditional information literacy instruction may not be effective with non-proficient students, who are unlikely to see themselves as needing or benefiting from such instruction. 相似文献
9.
[目的/意义] 在线信息搜寻行为一直以来都是用户信息行为研究领域备受关注的焦点问题,既有文献对在线信息搜寻意愿的影响因素认定存在差异,进一步明确各影响因素的整体效应值,可为深入理解用户在线信息搜寻意愿提供系统性参考。[方法/过程] 选择影响用户在线信息搜寻意愿的8个前因变量、5个调节变量,纳入104篇研究文献的178个独立效应值进行元分析。[结果/结论] 感知风险（r=0.166）、自我效能（r=0.309）、感知有用性（r=0.509）、感知易用性（r=0.384）、信源可信度（r=0.441）、信息质量（r=0.466）、信息素养（r=0.389）以及焦虑情绪（r=0.244）对用户在线信息搜寻意愿产生显著正向作用。搜寻渠道、搜寻场景、受教育程度、身份类别和社会文化会对上述8个变量与在线信息搜寻意愿之间的关系产生调节。 相似文献
10.
ABSTRACTThe article describes the collaborative process between the authors in adapting course assignments in undergraduate music history courses to demonstrate actual learning of content and information literacy skills. Although the inclusion of the information literacy standards is an important step in developing critical thinking skills, other factors impede students to perform well such as lack of knowledge on how to structure a research paper or not understanding how to properly cite the information. By monitoring student performance, the faculty and instruction librarian can make changes to improve student learning and the acquisition of critical thinking skills. 相似文献
11.
Lyda Fontes McCartin Stephanie Evers Brianne Markowski 《The Journal of Academic Librarianship》2019,45(3):262-267
Library instruction often involves one-shot sessions where librarians interact with students for a short period of time and are then left wondering what the students thought of the session and if students perceive the session as helpful for their course work. Using two surveys to gather data, this study compared student perceptions of a redesigned library curriculum and of their own information literacy skills immediately after attending a library workshop and six weeks later after completing a research paper. The findings indicate that the library workshop is meeting student needs and has a lasting effect. Additionally, the researchers found that students were better able to articulate gaps in their own knowledge after having the opportunity to apply their skills to a research assignment. The researchers recommend that librarians using surveys to inform one-shot curricular changes gather data after students have applied the skills and knowledge gained in the instruction session. 相似文献
12.
Brighid M. Gonzales 《Journal of Library & Information Services in Distance Learning》2014,8(1-2):45-55
As Internet and computer technologies have evolved, libraries have incorporated these technologies into the delivery of information literacy instruction. Of particular benefit is the ability of online tutorials to deliver information literacy instruction to students not physically present on campus. A survey of library and information science literature determines that while a variety of methodologies have produced mixed results, the majority of studies find online tutorials can often be as or more effective than face-to-face instruction. However, more consistent research methods are needed to draw meaningful conclusions regarding student preferences, satisfaction and performance in response to online instruction. 相似文献
13.
Symphony Bruce 《International Information and Library Review》2013,45(3):236-243
AbstractThis column discusses information literacy instruction through the lens of open access (OA) to better serve researchers who have limited access to scholarship due to cost. After providing a definition of OA, the benefit of OA is exemplified through both researchers who lose access to information, like students, and those who have little access to begin with, like researchers in disenfranchised locations. Information literacy instruction librarians who teach the use of OA resources increase awareness for global researchers, ensure alumni access to scholarship after loss of institutional affiliation, and increase scholarship published in OA mediums, supporting those without traditional access. 相似文献
14.
This study examined the relationship between curricula in secondary-level science classrooms, which support development of information literacy skills, and actual student skills. A vast body of research reflects deep concern with the level of information literacy skill development among secondary and post-secondary students. But even when educational curricula mandate skill development, many students are unable to demonstrate sophisticated information searching and critical evaluation skills. The findings of this study, which we based on analyzing information seeking tasks and conducting interviews with students in three biology classes in a large urban high school, demonstrated a similar lack of skills. Pressure on teachers to “teach to examinations”—that is, to focus on substantive content rather than on information literacy skills and information literacy skills deficits among teachers themselves—is a possible explanation for these results. The study is of particular interest to teachers of the curriculum applicable in the study context, but the broader implications of repeated indications of gaps in students' information literacy skills are a significant indicator that schools must assume a larger responsibility for information literacy instruction. Leaving skill development to the post-secondary environment will not ensure that citizens are sufficiently skilled to participate fully in 21st century life, in workplaces or in their personal life contexts. 相似文献
15.
Nina Exner 《The Journal of Academic Librarianship》2014,40(5):460-466
Information literacy for faculty, doctoral students and other research-based graduate students, post-docs, and other original researchers is complex. There are fundamental differences between the processes of inquiry used by original researchers as compared to students or even faculty who are synthesizing information to find answers. Original research is different from information synthesis for discovery. Therefore, the information literacy processes to train and support those researchers are different. Analysis of the inquiry-oriented parts of the current and emerging information literacy Standards and Framework shows significant differences in the approach needed for teaching research information literacy. Promising instructional outcomes for information literacy training based around original research include gap analysis, theoretical and methodological discovery, and practical skills like funding search and analysis. 相似文献
16.
Muhammad Asif Naveed 《International Information and Library Review》2017,49(4):266-273
This research aims to provide an analytic and critical review of research on information seeking anxiety (ISA) with a view to inform the information professionals, especially those engaged in information literacy instructions about the existing situation. This study established the background of the proposed phenomenon, provided integrated analysis of the available research, and discussed the theoretical and practical implications of ISA on information services, especially information literacy instruction. Although the results from previous studies were not comparable, directly due to varied geographical contexts and research methods, it was nevertheless possible to draw some common conclusions regarding the users’ anxiety related to information seeking tasks. This review overwhelmingly indicated the manifestation and prevalence of ISA among students in the digital environment. Some personal and academics variables of students appear to be correlated with ISA. The results of reviewed studies indicated the necessity for a need-based information literacy curriculum for alleviation of anxiety related to students’ information-seeking tasks. 相似文献
17.
An English professor and an instruction librarian at the University of New Hampshire at Manchester felt that the college's new English Capstone course for majors provided a unique opportunity to assess the information literacy skill levels of graduating English majors. They therefore engaged in a three-year study to evaluate the IL competency of these students, to gauge their perceptions of library instruction provided during the Capstone course and throughout their academic careers, and to determine students' confidence and self-efficacy with respect to these skills. The researchers sought to determine the ways in which the IL program for English majors effectively met established IL goals and to identify areas for improvement. 相似文献
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19.
《Research Strategies》2001,18(3):215-225
Building a successful information literacy infrastructure begins by creating a foundation of strong faculty–librarian relationships in conjunction with faculty development programs. This paper chronicles the faculty–librarian collaboration at Towson University in the development and teaching of information literacy instruction. Findings from the faculty survey and information literacy instruction statistics indicate that this close collaboration yields a seamless blend of core subject information and information seeking/evaluation skills. 相似文献
20.
[目的/意义]在线健康信息替代搜寻是基于人际关系协作的日常信息实践模式,基于经典理论探究该行为的影响因素和机制对于深入理解该信息行为具有重要意义。[方法/过程]基于健康信念模型和社会支持理论,构建健康信息替代搜寻影响因素模型,提出12个研究假设。通过问卷调查收集475份有效数据,使用SmartPLS软件进行数据分析。[结果/结论]结果发现：同理心、信息支持意愿、感知严重性和感知收益正向影响健康信息替代搜寻意愿,感知障碍负向影响健康信息替代搜寻意愿,感知易感性和自我效能对健康信息替代搜寻意愿没有直接相关关系。通过中介效应分析发现,同理心对感知易感性与健康信息替代搜寻意愿之间的关系存在完全中介效应;同理心对感知严重性与健康信息替代搜寻意愿的关系存在部分中介效应;信息支持意愿对自我效能与健康信息替代搜寻意愿之间的关系存在部分中介效应。这一研究结果为进一步激励、管理和干预在线健康信息替代搜寻实践提供参考。 相似文献