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1.
The present study investigates the impact of an information literacy course that was developed and implemented based on findings in literature, with the aim being to measure the perception levels of academic achievement, skills and efficiancy among candidate physicians. The course aimed to assist students in accessing the information they need without wasting time, in evaluating the accuracy of the available information and deciding whether or not it meets their needs, and in making use of this information properly in ethical and legal terms. The sample comprised 431 first-year students of the Hacettepe University, Faculty of Medicine in the 2018–2019 academic year. The achievement test, performance form, information literacy scale and feedback form were used for the gathering of data. The findings of the study revealed the students to be successful in academic achievement, skill and information literacy efficacy perception. The strength of the training lay in its ability to change the knowledge, skills and attitudes of the participants, despite lasting only four hours. This study provides evidence of the importance of information literacy. Information literacy education can generate positive learning experiences for healthcare students, allowing them to increase their understanding of research and prepare themselves for future professions in the healthcare sector. A number of steps were identified the development of an information literacy course. Our findings may stimulate and guide other schools following a similar approach.  相似文献   

2.
The transition from high school to college is fraught with academic, social, and emotional changes for first-year students. This year long qualitative study uses cognitive dissonance theory to examine first-year students' changing perceptions of their information literacy competencies throughout their freshman year. Through the examination of students' self-reflections and semi-structured interviews, the study produced cognitive dissonance in students, revealed four information literacy journeys, demonstrated the shifting of students' definitions of research, and shed light on the emotional labor involved in college-level research. Implications for information literacy instruction and future research are discussed.  相似文献   

3.
Background: To ensure that physical and occupational therapy graduates develop evidence‐based practice (EBP) competencies, their academic training must promote EBP skills, such as posing a clinical question and retrieving relevant literature, and the information literacy skills needed to practice these EBP skills. Objective: This article describes the collaborative process and outcome of integrating EBP and information literacy early in a professional physical therapy and occupational therapy programme. Methods: The liaison librarian and a faculty member designed an instructional activity that included a lecture, workshop and assignment that integrated EBP skills and information literacy skills in the first year of the programme. The assignment was designed to assess students’ ability to conduct a search independently. Results: The lecture and workshop were successful in their objectives, as 101 of the 104 students received at least 8 out of 10 points on the search assignment. Conclusions: The teaching activities developed for the students in this course appear to have achieved the goal of teaching students the EBP research cycle so that they might begin to emulate it. The collaboration between the faculty member and the librarian was integral to the success of this endeavour. Future work will include the evaluation of students’ long‐term retention of information literacy objectives.  相似文献   

4.
This study explores how libraries can enhance information literacy in online undergraduate courses at Purdue University, a large Midwestern research university. The article investigates undergraduate students’ perception of the importance and their awareness of libraries’ services for online learning, challenges of using information to complete course assignments, and the ability to gather and evaluate information to complete online coursework. The findings contribute to four aspects of the Libraries’ programmatic efforts to support undergraduate students taking online courses. These include showing a need for IL, helping students stay connected to resources and support, pedagogic strategies, and strategically targeting courses.  相似文献   

5.
This paper documents the evolving uses of the Internet made by public health graduate students and traces the development of their search methods and critical evaluative criteria. Early in the first semester and again six months later, twenty-four graduate students in a problem-based learning curriculum, which emphasizes evidence-based critical thinking skills, were required to describe their most helpful resources and to evaluate these resources critically. The answers were coded for the types of resources the students used, how frequently they were used, and why they were used. Student perception of the usefulness of resources, especially the Internet, and ability to evaluate these resources critically changed greatly. Initially, 96% of the students stated that the Internet was their most helpful resource. Six months later, these students continued to use the Internet; however, it was not their most useful source. At the later point, students had very specific uses for the Internet. Their most frequently used evaluation criterion was the reliability and objectivity of the source of the information. By the end of the first year of study, the majority of the students demonstrated an understanding of the principles of evidence-based practice and applied them to their research and analysis of information resources.  相似文献   

6.
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.  相似文献   

7.
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   

8.
An informationist taught, consulted, and mentored graduate students enrolled in a graduate research project course in Health Informatics. An observational cohort study was conducted to determine the effect of an early (first term) and continued (subsequent term) exposure of course-integrated instruction, individual consultations, information resource mentoring, and educational collaboration partnership on the development of information literacy, research skills, and integrative competencies in graduate students. Student progress was assessed by survey, class performance, and faculty feedback. The course-integrated lectures, consultations, mentoring, and educational partnership between the informationist and academic advisors increased the students’ course performance, information literacy, and research skills in graduate students.  相似文献   

9.
ABSTRACT

Assessing core competencies for students who are enrolled in purely online programs poses a challenge to colleges and universities. Our institution has chosen an existing online information literacy course to incorporate and assess general education competencies for an overseas cohort of transfer students. This article presents a brief overview of the course and describes the way in which the course was redesigned to embed and assess the five general education competencies (critical thinking, information literacy, critical reading, quantitative reasoning, and writing).  相似文献   

10.
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  
唐权  窦骏 《图书情报工作》2017,61(18):137-144
[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   

11.
中、美大学生信息素养能力标准管窥   总被引：1，自引：0，他引：1  
信息素养是个体能认识到何时需要信息、有效地搜索、评估和使用所需信息的能力。美国ACRL颁布的《美国高等教育信息素养评价》和中国清华大学颁布的《北京地区高校信息素质能力指标体系》为评估大学生的信息素养提供了理论框架,设立了教育标准。  相似文献   

12.
ABSTRACT

This case study reports on the process for creating a self-paced non-credit information literacy (IL) course delivered via a university's course management system. The four online modules are designed to contextualize information literacy competencies within the curriculum taught in First Year Seminar (FYS) courses. The meta-course approach changes the model of delivery of instruction for IL from a traditional face-to-face “one-shot” session to a hybrid model, with the responsibility for content delivery shifting from the librarian to the instructor of the FYS course.  相似文献   

13.
Scholars in Criminal Justice have argued that students should have a stand-alone course that focuses on fostering library literacy skills for Criminal Justice students in order to improve their writing, research, and presentation skills. In 2011, a required information literacy course was implemented in one Criminal Justice program to meet this need. Building on the existing literature, the current study is the first to explore student perceptions of a required information literacy course. The results offer valuable information on how to strengthen the course moving forward and can provide useful suggestions to other Criminal Justice programs thinking about instituting a library literacy course in their curriculum.  相似文献   

14.
Educators are concerned about the ease with which new digital technologies permit intellectual property to be discovered, re-purposed and shared. What do our students know about copyright compliance and academic integrity and how are these critical information competencies being addressed? Librarians have the authority for copyright-related instruction on campus and can provide both the point-of-need instruction and expertise to ensure that all students are informed about these issues. This article discusses the importance of developing copyright education for students as part of an overall information literacy curriculum by describing the development of a relevant, active learning online course targeting students' competencies as both users of and creators of creative content.  相似文献   

15.
This study examined gender differences in information behavior concerning Wikipedia. Data were collected using a Web survey in spring 2008. The study used a convenient sample that consisted of students who had taken an introductory undergraduate course at a large public university in the Midwestern United States. A total of 134 out of 409 students participated in the study. As information consumers, male students used Wikipedia more frequently than their female counterparts did. With respect to the purposes of Wikipedia use, male students used Wikipedia for entertainment or idle reading more than their female counterparts, while there were no gender differences regarding Wikipedia use for other purposes. Male students were more likely to discount the risks involved when using Wikipedia information compared to their female counterparts. Furthermore, male students had higher ratings than female students regarding most aspects of Wikipedia, including outcome expectations, perceptions about its information quality, belief in the Wikipedia project itself, emotional states while using Wikipedia, confidence in evaluating information quality, and further exploration. Finally, there was no gender difference regarding the number of years of Wikipedia use. However, male students reported having more positive experiences with the information quality of Wikipedia than their female counterparts. Overall, the findings of this study were consistent with those of previous studies concerning gender. Given the acknowledgment of the knowledge value of Wikipedia in recent literature, it seems that there are more advantages to using Wikipedia than there are disadvantages. The current study shows that male students seem to enjoy such benefits more than female students and may have more opportunities to develop their information literacy skills than female students by actively using Wikipedia. This suggests that educators need to encourage female students in particular to explore Wikipedia strategically as an initial information source so that they can develop their information literacy skills for unconventional sources.  相似文献   

16.
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   

17.
ABSTRACT

Libraries have been struggling for years to move beyond 1-shot library training. In spite of efforts in the last decade to promote information literacy for undergraduate and graduate students alike, libraries more often than not are still not reaching the goals articulated in the Association of College & Research Libraries's information literacy standards. The problems are compounded when institutions serve students who also happen to be taking part or all of their classes online or at field-based sites. The model for providing a library training program for students in the Doctor of Education (EdD) program in a distance program focuses on providing students with training that builds sequentially and developmentally at the points of need for students in the 1st year of classes and provides additional support for students once they have completed their course work. This multistepped approach is designed to help doctoral students throughout the doctoral process.  相似文献   

18.
[目的/意义]以学分课形式开展信息素养教学的挑战在于如何在一个相对较长的时间里,激发并保持学生的学习兴趣,传授课程内容和技能,使课程学习效果转移到学科学习的过程中。本文主要讨论引导性探究应对这种挑战所发挥的作用和局限性。[方法/过程]引导性探究、教学支架、小组学习是设计引导探究式信息素养教学的关键。以案例分析的方式,介绍引入引导性探究设计实施本科生信息素养学分课的过程。[结果/结论]运用引导性探究设计信息素养学分课,提供更多近距离观察学生的机会,培养学生合作学习的能力;引导性探究需要教师设计教学支架、观察和诊断学习表现、迭代改进教学设计,但也存在教师学科视角缺位、知识转移效率评估困难等局限。  相似文献   

19.
This qualitative study documents evidence of first year undergraduate students' collaboration processes and information literacy learning while completing research assignments in groups during a semester-long course. Focus group interviews and artifacts collected in the web-based tool Evernote allowed us to conduct an in-depth analysis of students' collaborative behavior in terms of their actions, feelings, and thoughts during information seeking behavior (Kuhlthau, 2004), and of the potential of collaboration for fostering information literacy development.Our analysis revealed that certain conditions should be present to facilitate information literacy learning through collaboration: 1) Technology that enables real-time interaction and both active and passive sharing; 2) Meshing of students' interests through the assignment framing; and 3) Students' acceptance of the collaboration technology as a worthwhile tool.In addition, multiple factors determined the extent of the information literacy learning developed through the collaborative assignment tasks, including group dynamics, prompts for students to teach each other information skills, encouragement of students to share exemplars of notes or written assignments, exposure to different points of view, and time management.  相似文献   

20.
大学生信息素质教育课程体系研究   总被引：1，自引：0，他引：1  
本文以大学生信息素质教育的培养目标为出发点,提出了在信息意识、信息能力、信息道德三个层面上的四个阶段的大学生信息素质教育课程体系设计的总体思想,在此基础上,设计了大学生信息素质教育课程体系,并对课程内容、课程教学目的以及教学手段和方法进行了阐述。  相似文献   

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