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通过分析科研人员和在校大学生的信息素质现状，提出了信息检索人员在信息素质教育中如何发挥作用，以达到提高全民信息素质，服务于我国的现代化建设的目的。 相似文献
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文章从教育改革对传统教育理念的冲击、信息素质教育本身具有的特性以及我国信息素质教育存在的问题三方面分析了信息素质合作教育产生的背景,得出传统的教育模式是制约我国信息素质教育发展的真正原因,开展信息素质合作教育势在必行。 相似文献
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高校图书馆教育职能新论 总被引：24，自引：1，他引：23
信息时代的高校师生日益认识到，信息获取、评估和使用能力教育的重要性，传统的高校图书馆教育职能(如文献教导、图书馆教导)在快速变化的环境中其不适用性已日渐突出，本文提出了高校图书馆教育将面临新的课题——信息素质教育论点，介绍了国外因书馆界信息素质研究与实践情况，并分析了我国高校图书馆信息素质教育的现状。 相似文献
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以文献调查方法,分析英国高校与国家图书馆协会提出的研究视野下信息素质七支柱模型,探讨模型与研究人员发展框架之间的关系.结合我国高校信息素质教育现状,提出将信息素质教育嵌入到科研人员培养过程,学科馆员需实现专业化、专职化和教育模式个性化. 相似文献
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美国的信息素质教育及其启示 总被引：2，自引：0，他引：2
赵源荣 《信息管理(上海)》2004,17(4):22-27
文章介绍了美国的信息素质教育实践及给我国军校实施信息素质教育提供的启示：把信息素质作为人才培养的基础素质；将信息素质教育融合于学校教育的全过程；充分发挥大学图书馆在信息素质教育中的功能和作用；积极开展信息素质理论研究，为实践提供指导帮助；加强协调合作，发挥群体综合效应；成立专门的组织机构，保证信息素质教育的研究和实施等。 相似文献
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李荣英 《内蒙古图书馆工作》2006,(1):77-79,76
网络环境下，信息教育是高校图书馆的工作职责，本文从分析信息素质概念入手，论述了信息教育的重要性，提出了开展信息教育的几点建议。 相似文献
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本文主要从信息素质的概念、内涵、构成要素谈起，分析我国在信息素质教育中存在的问题，找出提高我国国民信息素质的建议和解决对策。 相似文献
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信息时代,要提升一个国家的综合国力和国际竞争力,科技水平是关键的因素,然而科研人员的信息素质的高低直接关系国家科技水平的高低。加强科研人员的培养,就能促进经济的发展,促进全社会和整个民族的进步。信息素质,包括了信息意识、信息能力、信息道德等方面。科研人员的信息素质教育就要从他们的信息意识、能力和道德这几个方面来培养。 相似文献
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《Journal of Business & Finance Librarianship》2013,18(2):105-125
Abstract This study analyzes academic business journals in order to assess the diffusion of information literacy (IL) concept within the business discipline. Evidence suggests that while progress has been made in making business faculty aware of information literacy and its potential pedagogical value to them, IL is still in the earliest phases of adoption and has not yet reached that desirable tipping point. 相似文献
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Purpose: This study identifies perceptions of faculty about the current level of information literacy (IL) skills of engineering students in higher education in Pakistan. It may help to design better IL programs for the tertiary level students. Methodology: The study used ACRL Information Literacy Competency Standards for Science and Engineering/Technology as the basis to assess these perceptions. Teachers of the National University of Science & Technology (NUST), who were teaching engineering students of postgraduate level, were selected as population. A structured questionnaire was sent to 113 faculty members and the response remained 80 percent. Paired samples t-test was used for data analysis through Statistical Package for Social Sciences (SPSS). Findings: Research indicates that faculty perceived IL skills of their PhD level students higher than those of MS level students. Originality: The term “Information literacy” is yet new on the Pakistani library scene. Regarding perceptions of faculty about information literacy skills of their students so far no study has been carried out in Pakistan. This study will help to identify existing IL skills of Pakistani students of university level, their requirements and how these requirements can be best fulfilled. 相似文献
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The information literacy (IL) needs of people in the fourth age, a stage of increasing dependence and disability, have not been considered in the research literature. Based on the premise that there are relationships between information seeking and IL, this article begins to bridge this gap by focusing on the information-seeking behavior of the group in an attempt to identify IL needs. It does this through a literature review, particularly drawing on two pieces of human information behavior research, one a new study focused specifically on the group in question. It also examines existing definitions of IL in order to gauge how relevant they appear to be. The reasons for studying this group include that all stages of a person's lifespan deserve to be studied and that the population size of this group increases dramatically in the developed world. Although information needs and sources used are fewer in the fourth age, they are still important to the people involved, thus making IL a relevant concept. The researchers draw implications for IL from the particularities of the information context where disability and frailty impede purposeful information seeking. The resulting emphasis on incidental information acquisition increases the role for social networks and communication, again with implications for IL. Information grounds, where people congregate for purposes other than information sharing, including artificially created ones, will also be important for information dissemination. The role of the Internet, including assistive technology for its use, is also relevant. The conclusion is that IL is crucial to the well-being of people in the fourth age but that existing definitions need to be adjusted to the specific informational context. 相似文献
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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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Michael Flierl Emily Bonem Clarence Maybee Rachel Fundator 《Library & information science research》2018,40(1):30-37
Examining data from over 3000 students in 102 course sections across seven colleges of a large, public, research intensive university in the United States, this study investigates the relationships between information literacy (IL) and course-level academic performance and student perceptions of their learning environments. The results provide evidence of the following: 1) students who synthesize information and communicate the results tend to perceive higher levels of motivation than students who do so less often; 2) there is a significant positive relationship between synthesizing information and communicating the results and course level learning gains. The results point to the efficacy of IL being integrated into learning disciplinary course content, as well as the benefit of prioritizing high-order IL activities, such as synthesizing information, over other the aspects of IL, such as searching or formatting citations. 相似文献
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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
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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