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A new model of information sharing practices in academic communities is based on Latour's circulatory system of scientific facts, and some elements of Foster's non-linear model of information-seeking behavior. The main proposition of this model is that information-sharing practices and context simultaneously shape each other. The proposed model supports Foster's conceptualization of information practices as non-linear processes, but its emphasis on the interdependence between context and information practices provides a more effective means to capture complex negotiations involved in information-sharing practices. The proposition is that the major reason for nonlinearity in information practices is a continuous shifting of actors' interests, pressures, and concerns. Capturing these dynamic relations becomes possible through this model. The model also offers a way to generate a number of research questions and hypotheses, and as such it could be a useful tool for empirical studies on information sharing in academic communities. 相似文献
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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
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在多媒体发展迅速和国内外学术期刊稿源竞争加剧的情势下,重视和发挥学术期刊的新闻属性,强化新闻报道是提升杂志知名度和吸引力、促进学术期刊新发展的有效途径之一;传播科学知识,提高国民科学素质是我国学术期刊不可推卸的责任,也有利于增强学术期刊的可读性。文章探讨强化学术期刊新闻报道和科普作用的必要性及措施,以期为学术期刊界带来一些有益的思考。 相似文献
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"写作信息素养"是近年来信息科学和高等教育领域高度关注的一个新概念。写作与信息素养密切相关,把信息素养教育融入写作教学中,打破学科壁垒,使二者相辅相成,是拓展大学图书馆服务与发展"新文科"的必要途径之一。南方科技大学自2018年开设新生"写作与交流"课以来,尝试把信息素养教育整合到写作课中去,取得了良好的教学效果。在写作课中嵌入信息素养教育对于低年级大学生的学术训练尤其重要,为跨学科教学提供新的思路和方法。 相似文献
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《The Journal of Academic Librarianship》2020,46(3):102136
As the programmatic instructional offerings of academic libraries expand and grow more complex, so too does the effort to effectively assess these programs. In particular, programs informed by the Framework for Information Literacy for Higher Education are placing librarians in a position to affect institutional outcomes, related to student learning and critical thinking, on a foundational level. In order to assess one particular scaffolded instructional program, the authors of this study collected a variety of data from instructional attendees over a period of four semesters. Through subsequent analysis, these data provided researchers with a means to explore multiple facets of the local instructional environment, including both direct and peripheral intervening factors associated with a program of ongoing support for the development of information literacy (IL) competencies among students enrolled in a first-year writing course. Importantly, this study's findings help to highlight the importance of course-integrated IL content via pre/post-IL session support provided by writing instructors, as well as instructional effectiveness on the part of librarian instructors. Together these facets of the learning environment promote positive affective outcomes for student learners in the context of their development of IL competencies. 相似文献
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《The Journal of Academic Librarianship》2022,48(3):102519
This article explores the perceptions of social sciences professors in Spanish universities on a series of variables concerning the Information Literate University, and information literacy competencies and threshold concepts. The aim is to determine faculty's levels of agreement with such variables, how they cluster, and what the relationship between clusters consists in. Factor analysis and structural equation modeling methods are used. The accepted ILUCC-FP model structures the causal linkage between the constructs of IL Competencies, Information Literate University, and IL Concepts, and measures how they relate to the variables. The construct on faculty's attitudes toward the Information Literate University plays a key mediating role. This attitudinal, causal, bidirectional, flexible, and transferable model allows stakeholders -mainly faculty and librarians- to detect the current status regarding faculty attitudes, thereby providing them with the opportunity to promote attitudinal improvement initiatives with positive consequences for their levels of knowledge and skills. The model could be applied in different academic contexts. 相似文献
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《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
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《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
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《The Journal of Academic Librarianship》2020,46(1):102073
This paper investigates the practice of information literacy education in the mobile environment in China. The research chose 39 university libraries of Project 985 as the objects of study, and especially focused on the practice of the East China Normal University Library for in-depth discussions. The data and examples were collected through surveys on both Internet and mobile Internet from September 1, 2016 to March 31, 2019. Based on the discussion of survey results and specific examination of practice of information literacy education through WeChat at the East China Normal University, this paper offers some experience, feasible strategies, and suggestions on how to improve the mobile information literacy education by using WeChat platform. 相似文献
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科技期刊主编应如何提高科技论文的写作质量 总被引：4，自引：2，他引：2
为了全面提高科技期刊质量,主编应该在重视刊文学术质量的同时,注意从作者、审稿专家和编辑3方面入手来提高刊文的写作质量,即:通过在刊物和网站上开办"论文写作"专栏,对比较集中的作者群举办论文写作知识讲座等方法帮助作者全面了解科技论文的写作要求;通过在审稿单中全面提问的方式请审稿专家在审查稿件学术质量的同时一并指出稿件中的写作问题;通过集中培训和在加工稿件的过程中培训并督促运用等措施敦促编辑切实掌握科技论文的写作要求与加工技巧. 相似文献
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[目的/意义] 信息素养教育变革的实践突出表现在在线教学或混合式教学方面，鲜有体现知识、交流、社群等特征。大学图书馆需要寻求一种可行的路径逐步推进变革的实践工作。[方法/过程] 学业指导在高等教育工作中发挥了巨大作用。从利益相关者、内容构成、实践过程、目标要素等方面对学业指导与信息素养教育进行结构化解析，比较分析二者的共性与特性。[结果/结论] 信息素养教育需要与学业指导融合，逐步推进信息素养教育变革：注重校园层面的合作，注入变革源动力；嵌入学业过程，提升教育实践影响力；发展社群学习，提高教育效果。进而，信息素养教育全面深度地支持学生全面发展，推进变革并在人才培养中持续发挥优势。 相似文献
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《Journal of Informetrics》2023,17(1):101377
To some extent, written academic discourse represents the knowledge and practices of the academic community. Studies investigating writing styles in various disciplines have flourished, but fewer studies have leveraged multi-perspective linguistic indices to analyze academic writings, especially in the information science and library science (IS-LS) domain. This study attempts to provide an overview of how writing styles have evolved over the past 30 years across various subfields in IS-LS from multiple perspectives, that is, lexical complexity, cohesion, syntactic complexity, and readability. Based on a large set of abstracts of academic papers published in IS-LS, the empirical findings showed that the readability, cohesion, and lexical sophistication of abstracts in the IS-LS domain have increased over time, indicating that abstracts tend to contain more information but become less accessible. The gradual improvement in cohesion suggests that academic writing logic has increased, and the rigor of knowledge construction of scientific papers has improved. Furthermore, considerable linguistic variations emerged between subfields in the IS-LS domain, particularly at the lexical level. This study suggested that different subfields had various writing styles due to their research topics, methodologies, orientations, etc. The study also found that papers published in top quartile journals and those that gained higher citations typically had larger lexical density, lexical sophistication, cohesion, and readability. This suggests that influential papers tend to carry more information, address more complex scientific issues, and exercise caution in knowledge construction and presentation. 相似文献
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从信息环境的网络化、用户需求的知识化、馆藏资源的同质化等方面分析了学术图书馆面临的环境巨变。通过调研国内外学术图书馆发展现状,阐述了目前学术图书馆发展的主要特征,如馆藏资源向纯数字化发展,信息服务向嵌入式知识化发展,信息组织向关联化、语义化和集成化发展,原生信息资源纳入机构知识资产管理范畴,数字图书馆员在科学数据监管中应运而生,SoLoMo成为创建下一代移动图书馆服务的理念。指出学术图书馆的发展趋向是成为以用户为中心的知识服务中心,应构建用户驱动型的知识服务范式、构建全能型的知识管理范式、构建智慧型的图书馆物理场所。同时也指出,为适应未来发展的需要,学术图书馆要倍加重视科技人员的信息需求、以用户为中心的业务布局、信息技术的应用、馆际间的协作共享和馆员素质能力的提升。 相似文献
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Mary J. Snyder Broussard 《College & Undergraduate Libraries》2016,23(4):427-441
While academic librarians are dedicated to continuing education in the form of information consumption, they rarely view writing for publication as a way to improve job performance. This article introduces the basic tenets of the Writing to Learn movement and applies them to librarians' writing for publication to provide an argument as to why more librarians should contribute to the scholarly literature. If the primary benefit of publication becomes what librarians and their institutions gain through the writing process, more librarians and their supervisors should be able to justify the time and effort spent on writing. 相似文献
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《The Journal of Academic Librarianship》2020,46(4):102159
Research and Writing tutoring frequently occur as separate activities, even in academic libraries which provide shared spaces for these activities. The authors' library experimented with co-staffing these services and providing students with options for shared consultations covering both writing and research in the same session. This article presents findings from a year-long study which surveyed students to determine learning outcomes and overall satisfaction with this shared service model. The article presents an original approach to service analysis, as most studies to-date focus on service provider feedback, rather than student assessment of service quality. Results from the survey, while indicating high levels of satisfaction, suggest that an even tighter integration of services is needed, with more cross-training on the jargon and approaches of each discipline. 相似文献
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刘彩娥 《大学图书情报学刊》2014,32(5):102-105
文章阐述了学术信息素养概念的内涵,指出培养研究生学术信息素养的必要性与重要性。分析了研究生在信息检索中存在的共性问题及其原因,在此基础上,提出了培养研究生学术信息素养的方法与途径。认为学术信息素养不是孤立的概念,需要从多种途径全面提高研究生的学术素养,并对科技信息检索与利用课程的实践环节进行悉心设计。此外,还要探索合理的考核机制,关注"泛在"环境下信息素质教育的发展。 相似文献
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《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
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我国高校图书馆信息素质教育现状——基于网络调查的分析 总被引：3，自引：0，他引：3
利用网络调查法,调研我国32所高校图书馆开展信息素质教育的现状、信息素质教育在各馆主页中的组织及呈现方式、通过网络所提供的信息素质教育服务功能等内容,总结现阶段我国高校图书馆信息素质教育所包含的业务项目,分析其特点与问题,并为我国高校图书馆信息素质教育服务的发展提出建议。 相似文献
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《Journal of Web Librarianship》2013,7(1):88-104
A survey was conducted between July and November 2012 to determine how academic libraries in the United States and Canada marketed and delivered information literacy on the Web. A random sample of 264 institutions was taken from Peterson's Four-Year Colleges 2012, and the authors checked each Web site of the academic libraries of the institutions in the sample for instruction-related activities. Only 65 percent of the libraries in the sample advertised library instruction as a service on the Web, while 64 percent of the libraries boasted research guides and tutorials. Sixteen percent of the libraries provided direct links to ACRL's Information Literacy Competency Standards for Higher Education, and 24 percent made an effort to explain and define the term “information literacy” to their users. The authors hope the findings can help determine how academic libraries are currently using the Internet to increase information literacy on the Web and set a new platform for better strategies for advocating information literacy. 相似文献