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首页> 外文学位 >Understanding the paradigm shift: A descriptive case study of the impact of changes in information literacy instruction methods on librarians, faculty, and students at a private, comprehensive institution.
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Understanding the paradigm shift: A descriptive case study of the impact of changes in information literacy instruction methods on librarians, faculty, and students at a private, comprehensive institution.

机译：了解范式转换：描述性案例研究，说明信息素养教学方法的变化对私人综合机构中的图书馆员，教职员工和学生的影响。

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摘要

The purpose of this descriptive case study was to understand the impact on librarians, faculty, and students of changes in information literacy instructional methodologies that were piloted as an innovation within a particular institutional setting.; The following questions were considered. In what ways and to what extent has a more holistic approach to teaching information literacy been assimilated by faculty and librarians? In what ways and to what extent have faculty attitudes toward teaching information literacy skills been affected by the introduction of these holistic instructional approaches? In what ways and to what extent have librarian relationships with faculty changed as a result of these holistic approaches to teaching information literacy? In what ways and to what extent are student learning outcomes affected by the introduction of a more holistic approach to teaching information literacy?; Focus group interviews were conducted with librarians and faculty participants of the holistic instructional model to determine the extent to which assimilation had occurred, and to explore changes in faculty attitudes toward teaching information literacy and in faculty relationships with librarians. The focus group questions were based upon the Stages of Concern (SoC) Questionnaire (Hall & Hord, 2001). To understand the impact of the instructional model upon student learning outcomes, paired samples t tests and analyses of variance were conducted on information literacy knowledge pretest and posttest scores reported during the time that the holistic model was introduced.; The findings of this study indicated that assimilation of the holistic model of information literacy instruction at the study site was affected by factors such as scope of responsibility for instruction, degree of support, and impact of the rate of change on work load. Faculty attitudes toward teaching information literacy components as part of their own courses changed in a positive way, mainly because the model provided them opportunities for development and support. Librarian and faculty relationships improved as a result of the collaborative teaching models employed as components of holistic information literacy instruction. Finally, student learning outcomes were affected positively by an approach to teaching information literacy that includes first-year as well as upper-level instruction.
机译：这个描述性案例研究的目的是了解信息素养教学方法的变化对图书馆员，教职员工和学生的影响，这些变化是在特定机构环境中作为创新进行试验的。考虑了以下问题。教师和图书馆员以何种方式在何种程度上同化了信息素养的整体教学方法？这些整体教学方法的引入以何种方式在何种程度上影响了教师对信息素养技能的教学态度？这些整体的信息素养教学方法使图书馆员与教职员工的关系以什么方式和程度改变了？引入更全面的信息素养教学方法会对学生的学习成果产生什么影响？与图书馆员和整体教学模型的教职员工进行了焦点小组访谈，以确定同化发生的程度，并探讨教师对教学信息素养的态度以及与图书馆员的教职关系的变化。焦点小组的问题基于关注阶段（SoC）问卷（Hall＆Hord，2001）。为了了解教学模型对学生学习成果的影响，在引入整体模型期间，对报告的信息素养知识的前测和后测得分进行了配对样本t检验和方差分析。这项研究的结果表明，在研究现场对信息素养教育整体模型的同化受到诸如指导责任范围，支持程度以及变化率对工作负荷的影响等因素的影响。教师对自己课程中信息素养部分教学的态度发生了积极变化，这主要是因为该模型为他们提供了发展和支持的机会。图书馆和教职员工之间的关系得到了改善，这是由于协作式教学模型被用作整体信息素养教学的组成部分。最后，学生的学习成果受到包括一年级和高级指导在内的信息素养教学方法的积极影响。

著录项

  • 作者

    Serotkin, Patricia B.;

  • 作者单位

    Indiana University of Pennsylvania.;

  • 授予单位 Indiana University of Pennsylvania.;
  • 学科 Library Science.; Education Curriculum and Instruction.; Education Higher.
  • 学位 D.Ed.
  • 年度 2006
  • 页码 190 p.
  • 总页数 190
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 图书馆学、图书馆事业;教育;高等教育;
  • 关键词

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