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1.
《The Journal of Academic Librarianship》2014,40(3-4):259-263
This exploratory survey aimed to investigate the possible influence of students' epistemic beliefs (EBs) on their general information seeking behavior (GISB). The study sample consisted of 290 undergraduate students majoring in different disciplines in some centers and units of Payame Noor University (distance education) in northern Iran in the academic year of 2012–2013. They completed a 28-itemed Epistemic Beliefs Inventory and a researcher-made 25-itemed General Information Seeking Behavior Questionnaire. By using SPSS 19 software, collected data was analyzed. The findings showed that students' EBs positively affected their GISB. Students with sophisticated EBs had elaborate GISB in comparison with those having naïve EBs. It can be concluded that the consideration of epistemic beliefs is relevant for research on information seeking behavior. This necessitates us to revise our approaches to reference services, information consulting and information literacy. This study and further related studies can lead to better performance in information environments from the user's side and guide academic librarians to integrate epistemic beliefs in library instruction. 相似文献
2.
Rita Ormsby 《Journal of Business & Finance Librarianship》2013,18(2):152-154
In 2015, the information literacy (IL) team designed an instrument to determine international graduate business students' perceptions of their IL skills and their actual test-assessed IL skills. The purpose of this research was to compare international graduate students' perceptions of their IL skills versus their test-assessed competencies, with the aim of creating training modules to improve test-identified deficiencies. Results demonstrate that wide discrepancies exist between students' perceptions of their own skills and their actual skills on all six ILA-topic areas assessed by the internally developed test instruments, with students overestimating their abilities in all areas. 相似文献
3.
This study investigates distance learners' information literacy skills in using digital library resources and the factors (online learning and information manipulation) that correlate with learners' information seeking self-efficacy. In addition, distance learners' preferences with regard to digital resources selection and interests of developing information seeking skills were examined. 3517 students enrolled in one or more distance education courses were invited to participate in the online survey; 219 students completed the survey, for a response rate of 6.2%. The results revealed that distance learners who have higher self-efficacy for information seeking and proficiency in information manipulation exhibited higher self-efficacy for online learning. Moreover, students with high self-efficacy demonstrated superior knowledge of digital resources selection. Students who have low self-efficacy with regard to information seeking were more likely to express interest in learning how to use the library resources, although learning techniques for database searching was the exception. 相似文献
4.
《The Journal of Academic Librarianship》2022,48(2):102497
The author of this paper investigates the recent advances of information literacy education for international students at academic libraries in China. The author carried out a questionnaire survey through the Questionnaire Star platform from April 2019 to July 2020 among 152 librarians from 117 university libraries in different parts of China, including 35 librarians from the universities which participate in the country's construction plan of world-class universities and world-class disciplines. Moreover, another questionnaire survey on library information literacy education for international students was conducted among 35 international students in Shanghai Jiao Tong University. Through analysis and discussion of the survey results, the research studies the overall status and existing problems of information literacy education for international students in Chinese academic libraries, and offers suggestions for the improvement of international students' information literacy education in the future. 相似文献
5.
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
6.
Samuel Kai Wah ChuAuthor Vitae S.K. TseAuthor VitaeKen ChowAuthor Vitae 《Library & information science research》2011,33(2):132-143
Information literacy and information technology (IT) skills have become increasingly important in today's knowledge society. Many studies have shown that students from primary school to postgraduate lack crucial information literacy and IT skills, hence there is a need for an effective pedagogical approach that will develop these skills. This study investigated the effect of combining a collaborative teaching approach with inquiry project-based learning (PjBL) on the development of primary students' information literacy and IT skills. Students in a Hong Kong primary school completed two inquiry-based group projects. A collaborative teaching approach involving three teachers in different subject areas (general studies, Chinese, and IT) and the school librarian was adopted in guiding students through the two projects. Results indicate that this program had a positive impact of on the development of different dimensions of the students' information literacy and IT skills. 相似文献
7.
Academic entitlement, a term used to reflect students' expectation for success regardless of personal effort, has become a growing issue at many universities. This study examined the relationship between college students' academic beliefs (i.e., academic entitlement, grade orientation, learner orientation, self-efficacy) and their motives for communicating with their instructor. Participants were 184 undergraduate students who completed a series of self-report scales. Students' level of academic entitlement was positively related to their grade orientation but negatively related to their self-efficacy. Results of a canonical correlation revealed that students who were learning oriented, but not grade oriented, and possessed self-efficacy communicated with their instructor for relational and participatory reasons. Students who were academically entitled and grade oriented communicated with their instructor for sycophantic reasons and to a lesser extent for participatory reasons but not for functional reasons. 相似文献
8.
Yusuke Ishimura 《Public Services Quarterly》2013,9(1):20-33
Academic librarians are striving to better serve international students as this emerging population grows on university campuses. Past studies of international students generally focus on linguistic and cultural differences in relation to information literacy skills development. However, it is necessary to go beyond these factors to better serve the population. By using a framework based in information behavior research, the present study investigates the factors that mediate students' behavior and information literacy skills. Practical recommendations based on the findings of an in-depth qualitative study of students' research process are provided. 相似文献
9.
This study investigated the self-efficacy perceptions of Israeli library and information science students regarding their information seeking behavior. That is, it examined the judgments that participants make of their searching abilities. The study was based on Bandura's four sources of self-efficacy information: past performance or mastery experiences, vicarious experiences of observing the experiences of others, social feedback and affective states. An online survey presenting the Information Seeking Self-Perception Scale (IRSPS) was distributed and 205 students completed the questionnaire anonymously. Findings show that participants reported a high level of self-efficacy and that three of the four sources of self-efficacy information were significant in constructing their self-efficacy beliefs. Correlations between self-efficacy percepts and several socio-demographic variables revealed no gender-based differences. A significant correlation was found between age and degree and the sources with more influence. Older postgraduate students reported being more impacted by their mastery experiences, their affective states and social feedback. The implementation of the Information Seeking Self-Perception Scale (IRSPS) can be valuable when designing and implementing LIS academic programs for different groups of students. 相似文献
10.
11.
An English professor and an instruction librarian at the University of New Hampshire at Manchester felt that the college's new English Capstone course for majors provided a unique opportunity to assess the information literacy skill levels of graduating English majors. They therefore engaged in a three-year study to evaluate the IL competency of these students, to gauge their perceptions of library instruction provided during the Capstone course and throughout their academic careers, and to determine students' confidence and self-efficacy with respect to these skills. The researchers sought to determine the ways in which the IL program for English majors effectively met established IL goals and to identify areas for improvement. 相似文献
12.
《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
13.
《The Journal of Academic Librarianship》2014,40(3-4):313-321
Past studies of international students and academic libraries have often focused on students' own characteristics and experiences. Using an online survey, this study instead investigated librarians' teaching skills for serving this population. The analysis reveals that participants perceived an importance in developing skills specifically for international students. They tried to accommodate students' unique needs and optimize teaching approaches using their own experience working with the students. Although they reported having obtained knowledge of students' backgrounds as well as communication and teaching techniques, they showed strong interest in having further training opportunities to improve their teaching. The survey results thus give insight into recommendations for the provision of training to improve teaching in the context of serving international students. 相似文献
14.
15.
Bailey P Derbyshire J Harding A Middleton A Rayson K Syson L 《Health information and libraries journal》2007,24(Z1):77-85
Background: The Government's nursing recruitment campaign has widened access for those wishing to enter the profession, resulting in some students entering university with clinical experience but little experience of academic writing or using libraries. For these students, the library and study advice staff have an important role to play in helping them acquire appropriate information literacy and study skills. Objective: To evaluate the impact of workshops supplementing online instruction in study skills on students’ study and writing skills, and level of information literacy. Methods: A small group of pre‐registration nursing students identified as needing support with information literacy and study skills participated in focus groups to identify areas of concern, and were offered four remedial workshops. A follow‐up focus group explored whether the students’ needs had been addressed. Further evaluation of the workshops’ impact was completed by diagnostic testing within the University's information literacy programme, Skills Plus. Outcomes: The results showed that all students who attended at least one workshop improved their academic grade in their next assignment. Qualitative data indicated that the students’ confidence level and information literacy, including referencing skills, had improved. Conclusion: Evaluating the impact of this intervention has provided the evidence to demonstrate the value of this additional support. 相似文献
16.
Mitchell Ross Helen PerkinsAuthor VitaeKelli BodeyAuthor Vitae 《Library & information science research》2013
Information literacy self-efficacy and academic motivation are both argued to play important roles in student academic development. The former is considered to be a predictor of student academic achievement while the latter is considered a key factor in developing information literacy self-efficacy. Today, many students undertake paid employment in conjunction with their academic studies and little is known about the effect this may have on their information literacy self-efficacy and academic motivation. As such, the relationship between information literacy self-efficacy, academic motivation, and employment has been unexplored. Data were collected via a questionnaire, comprised of existing scales, which was administered to undergraduate business students in an Australian higher education (HE) institution. A response rate of 58% resulted in 585 completed questionnaires. Findings suggest that whether or not students were engaged in paid employment did not appear to influence information literacy self-efficacy, although students in paid employment did exhibit significantly lower intrinsic motivation than students not in paid employment. Additionally, for students not in paid employment a significant relationship was found between amount of time spent on study and information literacy self-efficacy. Of some concern, the small amount of time students reported spending in academic pursuits outside of scheduled classes raises issues regarding the placement of information literacy instruction. For information literacy practitioners this study contributes to awareness regarding the conceptualization of information literacy instruction and its placement in the HE environment. 相似文献
17.
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
18.
This study examined the relationship between curricula in secondary-level science classrooms, which support development of information literacy skills, and actual student skills. A vast body of research reflects deep concern with the level of information literacy skill development among secondary and post-secondary students. But even when educational curricula mandate skill development, many students are unable to demonstrate sophisticated information searching and critical evaluation skills. The findings of this study, which we based on analyzing information seeking tasks and conducting interviews with students in three biology classes in a large urban high school, demonstrated a similar lack of skills. Pressure on teachers to “teach to examinations”—that is, to focus on substantive content rather than on information literacy skills and information literacy skills deficits among teachers themselves—is a possible explanation for these results. The study is of particular interest to teachers of the curriculum applicable in the study context, but the broader implications of repeated indications of gaps in students' information literacy skills are a significant indicator that schools must assume a larger responsibility for information literacy instruction. Leaving skill development to the post-secondary environment will not ensure that citizens are sufficiently skilled to participate fully in 21st century life, in workplaces or in their personal life contexts. 相似文献
19.
Tomaž Bartol Danica Dolničar Bojana Boh Podgornik Blaž Rodič Tihomir Zoranović 《The Journal of Academic Librarianship》2018,44(3):374-382
The aim was to assess the information literacy (IL) of 310 first- and second-year students enrolled in nine different study programs at the School of Agriculture (Faculty of Agriculture), Novi Sad, Serbia, using an adapted version of a validated IL test (ILT) in an e-environment. Because the school does not provide systematic IL education, another purpose was to raise awareness of the importance of such instruction. ILT results were assessed according to five ACRL (Association of College & Research Libraries) standards, as well as three cognitive levels adapted from Bloom's taxonomy. The mean ILT score was 46.35%. Students were most successful in information evaluation and information need identification, and least successful in legal/ethical issues and information use. As expected, IL skills increase from the first to second year of study. Cognitive skills also increase, except for the highest level (applying knowledge), where all student groups are weak. Different study programs attract students with disparate knowledge/skill levels gained during secondary education, where some groups of first-year students may outperform second-year students in both IL and cognitive abilities. It is thus important to offer IL education to all students in order to provide a basis for more balanced academic progress. 相似文献
20.
Michael D. Skipton 《Journal of Business & Finance Librarianship》2013,18(3):181-233
A survey of classroom learning activity and research skills was conducted to obtain data on information literacy competence and critical thinking requirements among all undergraduate students enrolled as business majors at Memorial University of Newfoundland, which is accredited by the Association to Advance Collegiate Schools of Business. Initial findings confirm past larger-scale studies, particularly business students' preference for electronic resources over print, prior skills acquisition being largely self-taught, and reluctance to consult with a librarian during the research process. Regarding critical thinking, survey results can be interpreted as indicating ceremonial conformity in educational discourse versus classroom teaching. 相似文献