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A Study of the Information Literacy Needs of Social Work Graduate Students at a mid-sized Canadian university

机译：加拿大中型大学社会工作专业研究生的信息素养需求研究

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摘要

This study consists of an analysis of the information literacy (IL) needs and levels of 44 social work graduate students at a mid-sized Canadian university using the Technology Acceptance Model. Students completed a quantitative questionnaire that included supplementary open-ended questions. Results showed that students who received a library tour and/or in-class library instruction were more knowledgeable and confident about library resources and services. The study clearly demonstrates that information literacy sessions should be essential components of graduate education. A comprehensive literature review of information literacy studies focusing on social work students is also provided, along with the current graduate social work modified Beile Test of Information Literacy for Education (B-TILED) assessment tool (Beile O’Neil, 2005). The authors recommend that information literacy surveys in Canada include the relevant required elements for the Institutional Quality Assurance Process (IQAP) and program learning outcomes. Given the lack of a Canadian national document for information literacy standards, such surveys should also reflect the components of ACRL’s new Framework for Information Literacy for Higher Education . This study can serve as a model for replication at other universities, particularly those that are part of the Ontario Council of University Libraries and that have graduate social work programs.
机译：这项研究使用技术接受模型分析了加拿大中型大学的44名社会工作研究生的信息素养（IL）需求和水平。学生完成了一份定量问卷，其中包括补充性开放式问题。结果表明，接受图书馆参观和/或课堂指导的学生对图书馆资源和服务更加了解和自信。该研究清楚地表明，信息素养课程应该是研究生教育的重要组成部分。还提供了针对社会工作学生的信息素养研究的综合文献综述，以及当前的研究生社会工作修改后的教育信息素养比尔测验（B-TILED）评估工具（Beile O'Neil，2005年）。作者建议加拿大的信息素养调查包括机构质量保证流程（IQAP）和计划学习成果的相关必需要素。鉴于加拿大缺乏有关信息素养标准的国家文档，此类调查还应反映ACRL新的《高等教育信息素养框架》的组成部分。这项研究可以作为在其他大学中进行复制的模型，尤其是那些属于安大略省大学图书馆理事会成员并且拥有研究生社会工作计划的大学。

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