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A content analysis of information literacy courses in master's degree programs of library and information studies.

机译：图书馆和信息研究硕士学位课程中信息素养课程的内容分析。

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A content analysis of textbooks used for instruction of information literacy courses in Masters in Library and Information Studies programs was conducted. The hypotheses was that these courses identified specific competencies of information literacy at various stages of learning and differentiated between lower-level basic skills from upper-level more sophisticated skills. This paradigm was exemplified by the Middle States Commission on Higher Education (2003). Chi-square (chi2) analyses of the frequencies with which educational levels starting from K--12 through graduate school occurred were conducted. Textbooks that contained any of the following information literacy themes met the selection criteria: (a) determining information needed, (b) accessing the information, (c) critically evaluating and synthesizing retrieved information, (d) integrating and applying knowledge, and (e) understanding the economic, legal, and social implications of information production and dissemination.; Contrary to the hypotheses, the results revealed that emphases were on grouped competencies such as K--12 or undergraduate , rather than on graded incremental proficiencies. Educational levels K--12 were found to have significantly more citations than expected. Frequencies of references to college levels decreased as the learning levels advanced. There was no mention of the junior level. Emphases on lower-level basic information literacy skills were revealed by higher frequencies of references to sophomore than those of senior. Moreover, graduate level had only eight mentions out of a total of 361 observations. Taken as a whole, these courses fell short of the scholarly expectations of clearly identifying between lower-level basic skills from upper-level more sophisticated skills.
机译：对用于图书馆和信息研究硕士课程中信息素养课程教学的教科书进行了内容分析。假设是，这些课程在学习的各个阶段确定了信息素养的特定能力，并对较低的基本技能和较高的较高级技能进行了区分。中间国家高等教育委员会（2003）举例说明了这种范例。对从K--12到研究生院的教育水平发生的频率进行卡方（chi2）分析。包含以下任何信息素养主题的教科书均符合选择标准：（a）确定所需信息，（b）访问信息，（c）严格评估和综合检索到的信息，（d）整合和应用知识，以及（e） ）了解信息生产和传播的经济，法律和社会影响。与假设相反，结果表明，重点放在分组能力（例如K--12或本科生）上，而不是在分级的增量能力上。发现教育水平K--12的引用被大大多于预期。随着学习水平的提高，对大学水平的参考频率下降。没有提到初中水平。与大四学生相比，大二学生对低级基本信息素养技能的重视程度更高。此外，在总共361个观察结果中，研究生级别只有8个被提及。从总体上看，这些课程达不到学术界的期望，即明确区分低级基本技能和高级高级技能。

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