信息素质教育课程体系的全面构建——浙江省高校图书馆信息素质教育分析

本文通过对浙江省高校图书馆进行问卷调查,在对统计数据进行分析研究的基础上指出浙江省高校图书馆信息素质教育存在的不足,提出信息素质教育应以培养学生的信息知识、信息能力和信息道德等为总体目标,全面构建包括基础类的平台课程、提高类的拓展课程和巩固类的实践课程等的信息素质教育课程体系。     

Assessing the Effectiveness of Online Library Instruction with Finance Students

ABSTRACT

Many academic librarians use online information literacy tutorials as an alternative or a supplement to in-class library instruction. Tutorials created with streaming media software such as Camtasia Studio have become increasingly popular. Librarians at a mid-sized Midwestern university have created several such tutorials demonstrating various library resources. The value of streaming-media tutorials is supported by key learning theories such as cognitive load theory, dual coding theory, and multimedia learning theory. However, studies measuring the impact of online tutorials on student learning of information-literacy skills have shown mixed results. The authors tested the effectiveness of an online information literacy tutorial on a group of undergraduate business students. About 140 students in three undergraduate finance classes rated a Value Line online tutorial. Students were also invited to complete a follow-up survey online with Blackboard. This survey measured student knowledge retention of Value Line and interest in online tutorials. The results showed that while students viewed the tutorial positively, they preferred face-to-face instruction from a librarian. Also, while most students could locate the proper links in Value Line, only 30 percent were able to successfully look up a company. Indicators point to a future for online instruction coexisting with, yet not replacing, traditional classroom library instruction.     

Understanding the Language of Information Literacy

Understanding the language of information literacy is necessary for the effective use of library resources. The results of a recent study indicate that undergraduate students lack such an understanding, and the authors recommend that librarians, working with faculty, reassess information literacy terms. This article examines what is involved in reassessing these terms by drawing on several ideas from the philosophy of language, which provides a foundation for grasping the semantic challenges librarians face in educating users. Any reassessment of information literacy terms should recognize their ordinary and specialized use and aim for the holistic expression of core concepts, however complex they may be.     

Success of reiterative instruction: Looking at faculty-librarian collaboration to improve information literacy in political science education

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.     

Citation Analysis as a Tool for Collection Development and Instruction

The authors analyzed bibliographies from three departments’ undergraduate senior theses, with the goal of improving both collection development and information literacy instruction. Though undergraduate students were not citing major journals or key authors, the study revealed popular research topics, which will inform collection development. The finding that the library owned 70% of the journal articles undergraduates cited suggests that they are more likely to cite what their own institution owns, and thus a strong collection can have a significant influence on undergraduate work. The data also prompted conversations with faculty about their expectations and current strategies for guiding undergraduate research, which will allow librarians to improve instruction.     

Assessing college students' information literacy competencies using a librarian role-playing method

Exploring benefits and drawbacks of using a librarian role-playing method to assess student information literacy competencies enables researchers to move beyond existing methods that tend to rely on self-reports of attitude, confidence, and behavior. Two empirical studies are presented in which a librarian role-playing activity was employed along with card-sorting exercises and interviews. Thirty-two first- and second year undergraduate students participated in these two studies, during which they were instructed to imagine themselves as librarians and demonstrate how they would assist users in searching for information (Study 1) and evaluating particular sources (Study 2). Findings indicate that college students are able to use the role-playing method to perform, demonstrate, and explain their search behavior and source evaluation strategies without difficulty or discomfort. Results show that this method is effective for eliciting student reflections on and understandings of their own information literacy competencies.     

Perceptions of Information Literacy Skills among Undergraduate Students in the Social Media Environment

This study assessed information literacy perceptions of undergraduate students at Sultan Qaboos University in their use of social media. A quantitative approach was used to collect data from undergraduate students. The study consisted of 1,142 completed questionnaires by randomly selected participants. The results demonstrated overall moderate levels of perceptions toward the evaluation of information, information ethics, legal issues, and privacy issues. In evaluation of information, credibility of information was considered as an important factor to decide whether to use information for academic purposes. This study signifies the importance of understanding perceptions of information literacy among undergraduate students in a specific socio-cultural context. The results can also be generalized to similar academic institutions worldwide. It is also hoped that the study's findings will assist in developing contextual training programs or information literacy quizzes to promote information literacy in the social media environment.     

本科生研究生信息能力教育调查研究

为提高本科生研究生信息能力,高等院校应提高校园信息化水平,改革教育管理制度,提高教师的信息素质,强调信息技术的通晓,将文检课教学与各学科学习方法课的教学结合,等等。参考文献9。     

"卓越计划"唤醒工程类学生专利信息素质教育

在教育部实行"卓越工程师教育培养计划"的背景下,加强工程类学生专利信息素质教育显得尤为必要。调查显示高校工程类学生专利信息素质欠缺或薄弱,而企业迫切需要既懂工程技术又懂专利的检索、分析和申请的复合型人才,借鉴国外经验,提出针对工程类学生的专利信息素质教育的课程设置、关键内容、教师队伍建设、学校政策支持等设想。     

高校图书馆留学生信息素养教育现状与思考

[目的/意义] 调研国内高校图书馆留学生信息素养教育实践进展,提出可行性发展对策,为我国高校图书馆开展支撑学校"双一流"战略与国际化建设的留学生信息素养教育提供参考。[方法/过程] 面向我国东西南北中5个地区的91所开展留学生教育的高校,对其下属图书馆的104名馆员和上海交通大学的20名留学生开展问卷调查,并通过调查结果分析我国高校图书馆留学生信息素养教育存在的优势、不足和应对策略。[结果/结论] 中国半数以上高校图书馆开展了留学生信息素养教育,相关教学实践呈现出授课人员与师资多样化、教学类型与内容多维化、教学方法与语言多元化等特点,存在对留学生信息素养培育的重视程度不足、教学实践有待加强、授课人员队伍严重缺乏、教学效果尚需提升等问题,可通过加强留学生信息素养教育规划设计、夯实师资队伍建设、注重馆员教学能力提升、加强新型教学方法运用等对策来改善。     

独立学院本科生信息素养现状调查与分析——以南京信息工程大学民办滨江学院为例

通过对南京信息工程大学滨江学院本科生信息素养现状的问卷调查,发现了独立学院大学生在信息素养方面存在的问题与不足,进而提出了加强独立学院本学生信息素养的建议与对策。     

First Year in Higher Education (FYHE) and the Coursework Post-Graduate Student

Research surrounding the First Year in Higher Education has identified and defined the need to support the transition of students during their first year in a tertiary institution. This support not only assists in acculturating students to the Higher Education environment, but also aims to ensure that students develop the foundational skills required for academic success; which enables higher progression and retention rates. However, most of the efforts to date have focused on undergraduate students. The authors assert that postgraduate coursework students require similar support structures. Data collected over a three year study compares the self-reported information literacy skills of postgraduate students within a Faculty of Business to undergraduate students in the same faculty. The data is situated within a broader review of the literature and some recommendations for academic librarians and academic skills advisers are offered.     

LibGuides and Web-Based Library Guides in Comparison: Is There a Pedagogical Advantage?

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.     

数字环境下新建本科院校大学生信息素养的现状——对运城学院大学生信息素养的调查和分析

阐述了信息素养的概念,并对运城学院在校生的信息素养现状进行调查。通过对调查数据的分析,得出数字环境下新建本科院校大学生信息素养能力不容乐观。最后,对新建本科院校提高和培养大学生信息素养提出了一些建议。     

Strengthening information literacy in a writing-designated course in the mathematics major

When a campus has not integrated information literacy education into the curriculum, many students will not have the opportunity to learn these necessary skills before they embark on their career paths. This pilot study explores the possibility of teaching information literacy skills to students enrolled in a writing-designated course offered to mathematics majors who are about to complete their undergraduate studies. Outcome-based objective evaluations were used to guide teaching strategies as well as to gauge student progress. Embedded one-on-one consultations were found to be critical in strengthening these students’ information literacy abilities.     

关于知识管理实施理论的思考

分析与知识管理实施相关的热点,提出知识管理实施的理论框架,认为知识管理的实施应在信息技术的支撑下,吸收系统工程的理论和成果作为实施的指导思想;引入知识工程的方法和工具用于实施过程的管理;认为采用实践社团的组织形式将使知识真正变成企业的财富。     

Students perceptions on the long-range value of information literacy instruction through a learning community

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.     

New Tools for Online Information Literacy Instruction

This article investigates the new landscape of online information literacy tools, such as embedding resources into course management software and specific academic organizations' web sites and using podcasts, screencasts, blogs, Web-based board games, and virtual three-dimensional environments. This article also explores the influence these methods have on information literacy skills of undergraduate students.     

Online health information seeking and digital health literacy among information and learning resources undergraduate students

BackgroundDuring the COVID-19 pandemic, students have trouble coping with the available health information regarding the coronavirus in their daily lives because of misinformation.ObjectivesThe aim of this study was to evaluate online health information seeking and digital health literacy among information and learning resources undergraduate students at Taibah University during the COVID-19 pandemic.MethodsTo investigate the primary goal, this study used a simultaneous exploratory mixed methods design. Seventeen students participated in phone interviews, and 306 were invited to complete an online survey.AnalysisThe collected data was analyzed using both quantitative (SPSS) and qualitative (NVivo 10) methods.ResultsSearch engines, social media, and YouTube were most often used by the respondents as sources to search for COVID-19-related information. COVID-19 symptoms, restrictions, and the current spread of COVID-19 were the most searched topics by the respondents. Significant and relevant differences emerged for the digital health literacy subscales “information search” and “adding self-generated content”. However, there were no significant differences in the digital health literacy subscale “determining relevance”.ConclusionUsing the internet to provide health information tailored to the needs and interests of students to seek health information online and thereby improve their health literacy.