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1.
《Journal of Web Librarianship》2013,7(2):147-171
This study investigates whether the platform used to deliver a tutorial matters in online information literacy instruction and assesses the overall quality of an information literacy tutorial assignment given to an undergraduate survey class. The study asks whether there is any pedagogical advantage between information literacy tutorials created in the LibGuides library guide creation software and tutorials created as Web pages. This research question is relevant to current studies of online information literacy tutorials, particularly given the increasingly dominant but under-researched position of LibGuides in the academic library world for delivering guides and tutorials. Two separate groups of students completed LibGuides and Web page versions of the same information literacy tutorial assignment in a university undergraduate communication course. Survey results of these 89 students indicated that both the LibGuides and Web page platforms deliver online instruction content effectively and achieve learning objectives almost equally well. Results also indicated content areas within the assignment that could be strengthened. 相似文献
2.
Web2.0时代的信息素养能力 总被引：4，自引：0，他引：4
通过分析web2.0的特征及其对学习模式的影响,论述了web2.0时代对个人信息素养能力的要求,包括了解新兴的信息资源类型、掌握信息的存取技能、批判性地评价信息、有效地合作交流与创新、培养数字化公民的责任感等要素,旨在为信息素养教育提供有益的参考. 相似文献
3.
大学信息素质教育的基本内容与实施形式 总被引：2，自引：0，他引：2
随着数字化的发展，信息素质教育已成为大学教苜的基础内容之一。在讨论了信息素质教育的基本内容的基础上，深入分析和论证了信息素质教育的分阶段实施模式，即在信息基础知识与计算机技能教育的基础上，在专业教师、图书馆员与管理者多方参与合作构建，并认为无论通过传统课程讲授与在线教育都能够有效地实现信息素质教育的目标。参考文献9。 相似文献
4.
2000年以来国内信息素质研究综述 总被引：2，自引：0，他引：2
在分析2000年以来我国信息素质研究著述的基础上,从信息素质概念、信息素质评价标准、信息素质教育、国外信息素质研究等方面阐述新千年以来我国信息素质的研究现状。指出在信息素质评价标准方面有诸多有益尝试,但还未形成权威的评价体系,在信息素质教育理论和实践研究方面有长足进展,但文献检索教材未能紧跟时代发展,在线信息素质教育还未形成自己特色。 相似文献
5.
This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty–librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses. 相似文献
6.
从普适技能到嵌入实践——国外信息素养理论与实践回顾 总被引：1，自引：1，他引：0
20世纪70年代,在信息技术迅速发展和信息资源日益重要的背景下,信息素养概念产生。随后,美国图书馆界率先将书目指导业务转型为信息素养教育,信息素养也成为图书馆情报学的重要研究领域。本文主要依据国外信息素养领域文献及其他相关文献,对信息素养概念、理论、实践的演进进行了比较全面的分析和总结,旨在为国内同仁从全局角度理解国外信息素养领域的各种变化,提供线索和洞见。研究发现:国外信息素养领域对早期信息素养概念进行了四种不同性质的修正及两次颠覆性改变,引进和发展了多种相关理论,包括各种流派的建构主义学习理论、各种批判理论和实践理论,实施了不同路径的信息素养教育实践;这些相互影响的发展变化导致了三种信息素养范式的出现:普适技能范式、情境化能力范式和嵌入实践范式。通过对已有范式的反思,本文提出未来信息素养研究和实践应将培养持久的信息获取利用习惯纳入考量范围。 相似文献
7.
《College & Undergraduate Libraries》2013,20(3):45-62
ABSTRACT The increasing use of problem-based learning in higher education affords librarians new avenues for promoting the development of information literacy skills among students. Information literacy instruction supports problem-based learning activities by providing students with skills to locate relevant resources for developing solutions to these exercises. The author created three WebQuests (together with tutorials) aimed at promoting faculty-librarian partnerships to deliver information literacy instruction through a problem-based learning approach in the context of course work in a distance learning environment. These problem-based learning WebQuests can be adapted to various disciplines as well as to traditional learning environments. Lastly, these WebQuests promote the development of information literacy skills in students as well as increase their exposure to problem-based learning. doi:10.1300/J106v14n03_03 相似文献
8.
信息素养教育在Web2.0环境下的长尾效应 总被引：3，自引：0，他引：3
对独立课程教育、嵌入式课程教育、非课程教育三种模式进行了对比分析,并从课程教育内容的嵌入、手段的增加、非正式学习内容和方法的渗透方面探讨了Web2.0与信息素养教育结合方式,并运用长尾理论分析了基于Web2.0的信息素养非正式教育效果,即只要学习者利用Web2.0学习的时间足够长,学习资源、学习者和学习方式不断增多,学习效果和规模也随之增强。 相似文献
9.
《Journal of Web Librarianship》2013,7(4):67-80
ABSTRACT Social technologies such as Weblogs, wikis, and social bookmarking are emerging both as information resources and as tools for research. This paper reflects on these technologies and suggests they may be well placed to build fluency in the higher-order thinking skills outlined in various information literacy frameworks, particularly in an educational context. A high proportion of today's learners are very comfortable with technology and Web 2.0 resources. The characteristics of the information they are accessing are also changing, bringing a stronger need for sophisticated evaluation and analysis skills. Where do social technologies fit within information literacy frameworks, and where can they be used in the day-to-day instruction of information skills? This paper suggests social technologies perform a dual role: they are not only useful sources of information but also resources to be used to develop ideas and research, using collaboration and community platforms that learners today are familiar with. Librarians who provide information literacy instruction would benefit from an awareness of these tools and where they sit within today's information environment. 相似文献
10.
This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty–librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses. 相似文献
11.
目前,利用Web技术搭建在线信息素养教育平台,通过平台对学生进行信息素养教育已成为世界各国高校在信息素养教育教学方面所采用的主流教学方式。与国外高校相比,我国高校在在线信息素养教育教学方面存在不少问题,在分析目前我国高校图书馆在在线信息素养教育方面存在的相关问题的基础上,论述了基于Web2.0高校图书馆在线信息素养教育平台的构建。 相似文献
12.
G. Megan Davis 《College & Undergraduate Libraries》2017,24(1):29-50
This article discusses a collaborative project to create an online one-credit library research course for high school students in a dual credit program. The project included a team of reference and instruction librarians at a midsize public university, the university's concurrent enrollment program, and an online state-sponsored school that provided courses to high school students. Current literature related to the information literacy knowledge gap, outreach to secondary schools, dual credit or concurrent enrollment programs, and for-credit online information literacy courses is reviewed. The process of creating the course will be discussed along with the benefits and challenges of the project. 相似文献
13.
美国信息素质教育进展述略 总被引：14，自引：0，他引：14
本文从以下方面介绍分析了近几年美国信息素质教育的进展情况：涌现了大量信息素质教育标准和准则、深入研究信息素质教育理论、强调信息利用的法律及社会道德问题、技术发展对信息素质教育的影响以及教学规划和教学措施的发展演变。 相似文献
14.
《Journal of Web Librarianship》2013,7(1):88-104
A survey was conducted between July and November 2012 to determine how academic libraries in the United States and Canada marketed and delivered information literacy on the Web. A random sample of 264 institutions was taken from Peterson's Four-Year Colleges 2012, and the authors checked each Web site of the academic libraries of the institutions in the sample for instruction-related activities. Only 65 percent of the libraries in the sample advertised library instruction as a service on the Web, while 64 percent of the libraries boasted research guides and tutorials. Sixteen percent of the libraries provided direct links to ACRL's Information Literacy Competency Standards for Higher Education, and 24 percent made an effort to explain and define the term “information literacy” to their users. The authors hope the findings can help determine how academic libraries are currently using the Internet to increase information literacy on the Web and set a new platform for better strategies for advocating information literacy. 相似文献
15.
[目的/意义]信息偶遇能力是大学生信息素养的重要组成部分,而现行的信息素养标准与模型中对如何提升这种被动信息获取的能力尚无任何形式的明确指导。针对这一问题,提出可以利用现行信息素养实践模型进行大学生信息偶遇能力培养的观点,为Web 2.0网络环境下如何提升大学生信息偶遇能力提供参考。[方法/过程]从关联主义学习理论角度对此观点进行理论论证,并利用以Kuhlthau信息搜索模型、Big6问题解决模型为代表的信息素养模型进行了具体的实践模型探讨。[结果/结论]提出基于现行信息素养模型的大学生信息偶遇能力培养模型,即可以借助现行实践模型的实施环节培育大学生的信息偶遇意识,提升其信息偶遇的能力以及对所偶遇信息的摘取、保存、组织、评估与利用能力。 相似文献
16.
采用文献调研法和网络调查法,梳理了澳大利亚信息素养教育发展历程。然后以联合国教科文组织《信息素养国际发展报告》为线索,调查分析了澳大利亚部分高校信息素养教育在线课程的现状和特点,归纳了三种评估模式。 相似文献
17.
基于文献调研的国内外研究生信息素养教育实践进展 总被引：1，自引：0，他引：1
[目的/意义]运用文献调研方法,对2000年以来国内外研究生信息素养教学实践研究论文进行归纳梳理,探讨教学模式及教学内容变化新趋势,为国内同行开展研究生信息素养教育提供参考。[方法/过程]分别以Web of Science平台的SCI-E及SSCI数据库和中国知网的中国学术期刊网络出版总库为研究对象,收集国内外自2000年以来发表的有关研究生信息素养教育的期刊论文,通过分析研究生信息素养教学模式与教学内容,总结新环境下研究生信息素养教育的主要研究成果。[结果/结论]近年来嵌入式信息素养教育得到进一步应用与推广,基于学习项目或研究任务的信息素养教育、基于同伴培训的信息素养教育及"翻转课堂"的应用具有借鉴意义,而文献综述与写作技能、科技查新、数据素养等可以作为信息素养教育的拓展。研究生信息素养教育应以课程教学为主,开展更广泛的合作,尤其是引入写作、出版方面的专家;重视与专业课程结合,培养专业技能及信息能力;仍要重视研究生检索技能的培养并需要系统的信息素养评价工具或评价体系来测试研究生信息素养能力及评估信息素养教育效果。 相似文献
18.
Robert Miller Edward O’Donnell Neal Pomea Joseph Rawson Ryan Shepard Cynthia Thomes 《图书馆管理杂志》2013,53(7-8):830-856
ABSTRACT At University of Maryland University College (UMUC), librarians have designed and led a number of multiday, asynchronous online workshops for faculty. The workshops teach faculty how to meet information literacy goals in the virtual classroom. Through hands-on activities and discussion among their colleagues, participants in the faculty workshops learn about the university's information literacy standards, library resources and services, free Web tools, and how best to design class assignments involving library research. Library-led faculty workshops at UMUC have increased library visibility and furthered collaboration between faculty and librarians. This article discusses 5 workshops, detailing workshop content and logistics and demonstrating how librarians can help distance faculty further information literacy goals for students. 相似文献
19.
《Public Services Quarterly》2013,9(1-2):147-163
SUMMARY In an attempt to gauge the effectiveness of their information literacy program, librarians at Stephen F. Austin State University began comparing average course grades in course sections that receive IL instruction to grades in sections that do not. The results varied, revealing no clear benefit to information literacy instruction. We discuss possible explanations for inconsistent results and suggest improvements to this methodology that may make it more effective. 相似文献
20.
This study gauges instruction and information literacy coordinators' awareness of higher education accreditation processes at their institutions and provides a picture of how coordinators use assessment documentation produced by units external to the library. The study took the form of a survey sent to a random sample of instruction coordinators and information literacy librarians stratified by regional accrediting body. Results showed that instruction coordinators generally are aware of accreditation processes but that only about half use documentation relating to student learning assessment, which may include written student learning outcomes at the institution, program, or course level, plans for assessing learning outcomes, and reports on assessment activities and results, to further their information literacy goals. Accreditation awareness is influenced by time in position, time in the profession, and, to some extent, regional accreditor. Use of and considered importance of assessment documentation is influenced by size of institution, regional accreditor, and, to some extent, time in position. Suggestions for increasing awareness and use of documentation include introducing the accreditation process to new librarians in library school, encouraging contribution of experiences with assessment documentation to the literature and regional conferences, and advocating for instruction coordinators to serve on campus assessment committees. 相似文献