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《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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我校本科生信息素质状况评价 总被引：6，自引：0，他引：6
图书馆的信息素质教育是传统用户教育在信息社会下的提升与发展。对当代大学生的信息素质进行评价是信息素质教育过程中的重要环节。文章利用指标评价的方法进行问卷调查和研究。 相似文献
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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
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《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
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Carissa M. Holler 《Behavioral & Social Sciences Librarian》2013,32(1-2):7-22
The library literature contains many discussions on problem-based learning as a means of engaging students in instruction and promoting information literacy. A related but relatively unexplored opportunity is available through client-based projects. Using examples from the business education literature, library literature, and the author's experience, the author attempts to connect the consulting processes of client-based projects to information literacy competencies, specifically, the ACRL Information Literacy Competency Standards for Higher Education. The correspondence in the steps reveals exceptional opportunities for librarians to simultaneously apply what they already know, stretch their own boundaries, and promote information literacy in highly-motivated students. 相似文献
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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
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《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
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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
[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
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高校学生信息素养教育的缺失与策略研究 总被引：7，自引：0，他引：7
信息素养是当代大学生必备的基本素质之一,良好的信息素养将是大学生未来生存和发展的基础.作为信息素养教育基地的高校图书馆,要针对当前高校信息素养教育存在的缺失,充分利用图书馆的教育职能,采取切实可行的措施,加强大学生信息素养教育.参考文献5. 相似文献
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国内外信息素养评价标准比较研究 总被引：9，自引：0，他引：9
信息素养评价标准是信息素养教育评价的依据,也是准确判断人们信息素养程度与水平的标尺。国外信息素养评价标准的研究已经成为热点并出台了比较成熟的各种信息素养评价标准。本文在回顾国内外主要信息素养评价标准的基础上,对比分析得知,两者在信息素养评价标准的框架结构、核心内容,以及标准的可操作性都不强上具有相同点。但两者在研制主体、规范成熟程度、图书馆在其中的地位和作用以及标准的实施方式等方面存在明显的差别。最后,文章提出为加快我国信息素养评价标准的研制,应尽快成立国家层面的管理机构,出台国家性质的通用信息素养评价标准,确立图书馆专业协会在其中的作用,完善我国信息素养评价标准的指标体系和标准的实施方式。 相似文献
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试论高校图书馆信息素质教育 总被引：3，自引：0，他引：3
信息素质是当今信息社会中人的综合素质的重要组成成分,是学习型社会中个人终身学习的必备素质之一。高校图书馆作为高等院校的信息资源中心,具有很强的信息素质教育优势。高校图书馆应充分利用自身的资源优势,积极开展面向高校大学生的信息素质教育。 相似文献
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Web 2.0 and Information Literacy Instruction: Aligning Technology with ACRL Standards 总被引：1，自引：0，他引：1
The purpose of this article is to report on how Web 2.0 tools in an online information literacy instruction course aligned with ACRL's Information Literacy Competency Standards for Higher Education. A qualitative case study was undertaken on an online graduate course related to information literacy instruction. Data collected included: course activities, assignments, emails, online discussions, and surveys. The educational theory of constructivism and its adherence to reflection, active learning, and social interaction was used to find patterns in the data. Activity theory provided a framework for data analysis and interpretation related to the patterns of activities that took place while students used each Web 2.0 tool. Web 2.0 was found to enhance all five information literacy standards. These standards related to collaboration, information organization, creativity, discussion, and technology education. 相似文献
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《Public Services Quarterly》2013,9(1-2):191-220
SUMMARY Information literacy instruction is integrated into the distance education program in library and information science (LEEP) at the University of Illinois, Urbana-Champaign (UIUC). This article describes the LEEP program and the library services provided to its students. Published research on LEEP and related topics in librarianship is reviewed. Student evaluations of library instructional sessions have been gathered since 2002, shared with teaching faculty and administrators, and used to improve and promote information literacy instruction within LEEP. In the fall of 2005, the instructional model for LEEP was adapted to the on-campus environment. Preliminary analysis of the on-campus student evaluations suggests that modifications are needed to deliver an equivalent learning experience to all LIS students at UIUC, whether on-campus or off. 相似文献
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Competency theory predicts a miscalibration between students' self-assessments of their information literacy skills and their actual skill level. This study investigates whether such a disparity is evident among incoming freshmen who test as non-proficient on a standardized test of information literacy. In addition, this study analyzes Information Literacy Test scores and library anxiety test scores to provide preliminary data on whether library anxiety is related to information literacy skill attainment. Findings reveal that the relationship between information literacy skills and self-assessments predicted by competency theory are evident in the domain of information literacy. This study did not find an association between information literacy skill scores and total library anxiety scores. However, a significant negative correlation between information literacy scores and the subscale “knowledge of the library” indicates that as information literacy scores rise, anxiety scores related to a lack of knowledge of the library fall. The findings suggest that traditional information literacy instruction may not be effective with non-proficient students, who are unlikely to see themselves as needing or benefiting from such instruction. 相似文献
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信息素质是现代社会人才的必备素质之一,信息素质已成为综合素质评价的一项重要指标。信息素质教育是培养高素质和创新型人才的重要手段。文章通过对大学生信息素质教育需求的调查,分析了地方性本科院校开展信息素质教育所存在的问题,并就地方性本科院校如何深化信息素质教育阐明了个人观点。参考文献6。 相似文献
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如何加强高校学生的信息素养教育 总被引：31，自引：0，他引：31
信息素养是科学素养教育的重要基础。加强高校学生信息素养教育的措施有:提高教师的信息素养,为高校学生信息素养教育提供师资保证;教师要把握好信息时代师生关系的新格局,充分调动学生学习的积极性;开展丰富多彩的信息实践活动;发挥高校图书馆在信息素养教育中的作用;开展信息道德教育,加强对学生社会责任感的培养。参考文献2。 相似文献
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[目的/意义] 《高等教育信息素养框架》是美国大学与研究图书馆协会(ACRL)2015年最新颁布的信息素养指导文件,通过对其内容的详细解读,可以了解美国高等教育信息素养标准的发展动态,为新时期我国信息素养教育理论与实践提供参考。[方法/过程] 分析《高等教育信息素养框架》的具体内容,建立框架结构模型,并与2000年版《高等教育信息素养能力标准》进行对比,剖析其显著特征与改进之处,思考高校信息素养教育的变革方向。[结果/结论] 认为《框架》拓展了信息素养的内涵与外延,重新界定了信息素养教育的核心内容,并强调元认知培养的重要性,指导新信息环境下高等教育信息素养教育向融入学术、注重能力、促进学术交流的方向发展。 相似文献
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信息素养是当代高职大学生必备的综合素质之一。开展大学生信息素养教育是高职院校图书馆履行教育职能的重要方式。利用文献调研方法,分析高职院校大学生的信息素养现状,结合Lib2.0的特点,提出了高职院校图书馆信息素养教育的新举措。 相似文献
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[目的/意义]针对高校图书馆研究生信息素质教育师资不足的现状，探索如何利用同伴教育模式开展图书馆研究生信息素质教育。[方法/过程]以华南农业大学图书馆的实践为例，探讨同伴教育队伍的构建机制，探索开展信息素质教育的实践模式和效果。[结果/结论]研究生以同伴身份，通过"微课堂"同伴培训、"专题课堂"同伴助教、"微课程"同伴创作等方式来协助图书馆开展研究生信息素质教育，减轻图书馆因师资不足带来的教学压力，为同类图书馆扩大研究生信息素质教育规模、提高教育的个性化和专业化提供新思路。 相似文献