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1.
《Library & information science research》2020,42(2):101016
Information literacy (IL) education in secondary schools should adequately prepare students for research activities in higher education and guide them toward becoming informed and responsible citizens. The existing international IL frameworks and tests are only partially aligned with the IL curricula in Slovenia. Therefore, a new IL framework for secondary education, consisting of seven IL standards and twenty performance indicators, was proposed together with two new assessment instruments (e.g. a multiple choice test and a self-evaluation questionnaire). Two groups of students were tested, namely first-year secondary students and first-year university students. The latter, before taking any university IL courses, were found to be more successful in all subject areas of the test, which could inter alia indicate a positive influence of secondary education on IL. Both student groups were the weakest in information search, followed by information evaluation and knowledge of legal/ethical issues. Secondary school students were less aware of their deficient search skills. The item analysis emphasized the need to put more educational efforts and practical examples into the teaching of IL topics where both groups were found deficient. 相似文献
2.
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
3.
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
4.
Rebecca Davis 《图书馆管理杂志》2020,60(7):762-783
Abstract Library science programs must be responsive to the wide variety of workplace needs to ensure that graduating students are prepared with appropriate knowledge and skills regardless of where their career path brings them, and to do so they must understand the various needs and expectations of the field. Through a nationwide study of over 2,000 current professionals and LIS faculty, this study examines the knowledge, skills, and abilities identified as core for special and corporate librarians. The results help establish a baseline of skills for corporate and special librarians, which will be of interest to current and emerging professionals interested in a career in these settings and could have implications for LIS education. 相似文献
5.
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
6.
《Behavioral & Social Sciences Librarian》2013,32(1):129-139
Abstract This annotated bibliography presents a review of articles published on the topic of information literacy in teacher education since the late 1980s. Many of the articles outline concerns about pre-service teachers who graduate with insufficient information literacy skills, who are unprepared to teach these skills to their future students, and who do not understand the role of the school librarian as an instructional collaborator. On the other hand, many articles describe innovative and successful programs where exposure to librarians, integration of information literacy instruction, attention to library research, or introduction of a process approach to information use can produce new teachers who are equipped to collaborate with school librarians and to teach information literacy skills to their students. 相似文献
7.
《Communication Teacher》2013,27(1):22-34
Information literacy is becoming a key component of general education programs nationwide. As a critical part of most general education programs, the basic communication course is on the frontlines of the charge to teach information literacy skills to first-year students. Thus, the information literacy skills of basic course students should be assessed to track the effectiveness of instruction and pedagogical practices. The present study used a pretest/posttest design with experimental and control groups to assess the effectiveness of information literacy instruction in the basic course. As predicted, students in the experimental group outperformed students in the control group on the information literacy measure. Results of the present study have implications for basic course directors and instructors, general education curriculum specialists, and librarians. 相似文献
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10.
《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
11.
Secondary teachers have the opportunity and the curriculum mandates to teach information literacy skills, yet students enter post-secondary studies with low information literacy proficiency. In many cases, teachers present the only opportunity for students to develop information literacy proficiency. With semi-structured interviews, this study explored eight secondary teachers' perceptions of information literacy and their experiences with IL as educational professionals. Confusion around the phrase information literacy was a dominant theme as participants were unfamiliar with the term and were inconsistent in defining the scope of what it might mean. Although there are references to information literacy skills in the core curriculum and support documents, participants varied in their instruction and understanding of this skill set. Participants unanimously agreed that information literacy skills, as explained using the Association of College and Research Libraries Information Literacy Standards for Higher Education (ACRL, 2000), were important for their students. However, the extent of IL skills required varied by student. Pursuing post-secondary studies warranted advanced IL, and these students were more likely to be taught higher-level skills. IL skill development was also assumed to be the responsibility of the student, and passive acquisition was anticipated. Assumptions regarding student need and ability informed instruction. These results suggest that the current curricular mandates are insufficient to ensure IL is incorporated into instruction and that teachers are ill-prepared to instruct IL effectively. 相似文献
12.
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
13.
《Library & information science research》2004,26(2):121-139
This article reports on a three-year study of information literacy instruction in Canadian academic libraries, focusing on the outcomes of instruction in terms of tests of information literacy skills and interviews with students that explored their experiences of information literacy instruction. Particular emphasis is given to investigating instructional effectiveness and assessing learning outcomes with respect to identifying those institutional and pedagogical factors that promote successful outcomes. Outcomes of instruction include positive cognitive, behavioral, and affective results. Further discussion explores how instruction contributed to students' overall educational success and which factors characterize “success” in achieving those outcomes from the viewpoints of instructional librarians and from the perspectives of clients (i.e., students). These data provide a basis on which to advance instruction toward identifiable, positive outcomes for students in postsecondary institutions. An emphasis on such outcomes is essential if librarians are to justify devoting institutional resources to instructional activities. 相似文献
14.
嵌入式信息素质教育服务 总被引：6，自引：1，他引：5
嵌入式信息素质教育工作是学科服务嵌入科研一线、嵌入教学一线的重要工作内容和工作模式,是通过目标、内容、环境和机制4个方面的嵌入,实现围绕“创新型科研工作流”来支持关于科学研究、专业教育与学习的图书馆服务工作,是借助先进的技术工具,与数字知识环境和相关知识服务密切耦合所开展的有体系的、协作式的、互动的信息素质教育工作。分析中国科学院国家科学图书馆信息素质教育服务体系及哈佛大学教学支持服务这两个典型案例,认为嵌入式信息素质教育工作是一种融入过程、面向问题的教育模式。 相似文献
15.
Research data management (RDM) skills are vital yet often untaught in graduate programs, especially in the social sciences. In this article, the authors present a case study of how a research data librarian and an education librarian partnered to provide targeted RDM instruction for a previously unconsidered student group: education doctoral students. They discuss the design, development, and implementation of this focused RDM support. Assessment data from a workshop and in-class sessions are presented and contextualized. From this information, the authors offer practical suggestions that other social science librarians can use to create similar workshops at their institutions. 相似文献
16.
《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
17.
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
18.
The Internet has become a crucial source of health information for health sciences students. They increasingly rely on the Internet for health information to support their educational projects, academic activities, clinical practice and research. Surprisingly, it has been shown that students' health information skills for conducting research on the Internet are inadequate. Indeed, developing and improving the health information skill set of health sciences students is required in order for students to effectively locate, critically evaluate, and efficiently use online health information for the effective location, critical evaluation and efficient use of online health information. This paper undertakes a systematic review of the literature with a focus on electronic health information literacy skills with the aim of identifying the current trends, contributions to, and practices in health sciences students' education, and informing researchers in the field universally about the essential baseline for the design and development of effective course contents, pedagogy and assessment approaches. However, majority of students have limited skills for the location, evaluation and effective use of health information on the Internet. Other articles suggest that health sciences students need fully fledged health information skills programs that are integrated with their health sciences education curricula. 相似文献
19.
《The Journal of Academic Librarianship》2023,49(4):102742
This article is a continuation of the First-Years study (Valenza et al., 2022) that investigated college research readiness among novice and non-novice first-year students. This paper offers analysis of additional qualitative data from first-year college students reflecting on their high school preparation, levels of confidence regarding research and specific information literacy (IL) skills and how academic research differed from their previous inquiry experiences. Findings of this study hold implications for the instructional design of IL and underscore the need for heightened preparation in research and IL skills at the high school level and particularly for moving beyond the mechanics of research toward a focus on the critical thinking aspects of inquiry. Based on these findings, the researchers offer a three-part taxonomy of IL skills: information management, critical thinking, and metacognitive skills that could be used to guide the instructional design of IL at both the high school and college levels. 相似文献
20.
《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