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首页> 外文学位 >The impact of hands-on information literacy instruction on learning/knowledge of information literacy concepts and mastery of the research process in college courses: A quasi-experimental study.
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The impact of hands-on information literacy instruction on learning/knowledge of information literacy concepts and mastery of the research process in college courses: A quasi-experimental study.

机译：动手式信息素养指导对信息素养概念的学习/知识以及对大学课程研究过程的掌握的影响：一项准实验研究。

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摘要

Instruction librarians are frequently granted only one session in which to teach college students information management skills and the library research process. Librarians wonder if their teaching techniques are effective. The impact of a selected method of one-time, hands-on, course-integrated, and cooperative information literacy instruction with follow-up support on lower division (100 and 200 level) college student learning/knowledge of information literacy concepts and mastery of the research process was investigated at a land grant institution. A Solomon four-group design controlled for testing plus the interaction of testing and instruction for 820 students.; The instructional method accounted for a significant (p = .0001) 8% of the variance in scores on a 21-question, objective measure of learning/knowledge of information literacy concepts called the New Mexico State University Information Literacy Instrument [NMSUILI] taken on the web as both a pretest and posttest. The instructional method accounted for a significant (p = .0001) 2% of the variance in scores on a second posttest, the Research Project Reference Rating [RPRR] rubric. Instruction librarians evaluated bibliographies submitted with a course-integrated research project for quality, currency, authority, objectivity, accuracy, variety, balance, relevancy, coverage scope depth, format, and number with this 42-point measure of mastery of the research process.; Learning/knowledge of information literacy concepts correlated significantly with mastery of the research process (.70 pretest and .57 posttest). Personal and background characteristics identified in the literature (whether or not the student was a freshman and had previously received instruction in library research and Internet searching; level of library and Internet use and comfort; level of enjoyment of reading; and level of academic commitment to grades and higher education) accounted for and predicted learning/knowledge of information literacy concepts and mastery of the research process significantly.; The instruments developed here could be used to identify students deficient in information literacy skills who need instruction to become more efficient information managers. Instruction that encourages students to develop reading, academic, and critical thinking skills, along with maturity, are likely to help them develop information literacy. Additional complementary instructional methods are needed.
机译：指导图书馆员经常只获得一堂课，可以教大学生信息管理技能和图书馆研究过程。图书馆员想知道他们的教学技巧是否有效。所选的一次性，动手，课程整合，协作式信息素养教育方法以及后续支持对低年级（100和200级）大学生学习/了解信息素养概念和掌握知识的影响研究过程在土地授予机构进行了调查。所罗门群岛的四组设计控制着820名学生的测验以及测验与指导的互动。在21个问题的客观衡量/学习/知识水平的信息素养概念（称为新墨西哥州立大学信息素养工具[NMSUILI]）上，该教学方法占得分差异的8％（p = .0001）。网络同时作为预测试和后测试。教学方法占第二次后测（研究项目参考评分[RPRR]专栏）分数变化的显着（p = .0001）2％。指导馆员通过对研究过程的掌握程度的42点评估来评估与课程集成的研究项目一起提交的书目的质量，货币，权威性，客观性，准确性，多样性，平衡性，相关性，覆盖范围深度，格式和数量。 ;信息素养概念的学习/知识与研究过程的掌握程度密切相关（.70测试前和.57测试后）。文献中确定的个人和背景特征（无论学生是否是新生，以前是否接受过图书馆研究和互联网搜索的指导；图书馆和互联网的使用水平和舒适度；阅读的享受水平；以及对以下方面的学术承诺水平：年级和高等教育）占了很大一部分，并预测了信息素养概念的学习/知识以及对研究过程的掌握程度。这里开发的工具可以用来识别缺乏信息素养技能的学生，这些学生需要指导才能成为更有效率的信息管理者。鼓励学生发展阅读，学术和批判性思维技能以及成熟度的教学很可能会帮助他们发展信息素养。需要其他补充教学方法。

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  • 作者

    Moore, Anne Cooper.;

  • 作者单位

    New Mexico State University.;

  • 授予单位 New Mexico State University.;
  • 学科 Library Science.; Education Higher.
  • 学位 Ph.D.
  • 年度 2001
  • 页码 253 p.
  • 总页数 253
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 图书馆学、图书馆事业;高等教育;
  • 关键词

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