...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Evidence Based Library and Information Practice >What Five Minutes in the Classroom Can Do to Uncover the Basic Information Literacy Skills of Your College Students: A Multiyear Assessment Study
【24h】

What Five Minutes in the Classroom Can Do to Uncover the Basic Information Literacy Skills of Your College Students: A Multiyear Assessment Study

机译：一项为期五年的评估研究：课堂上五分钟可以揭示大学生的基本信息素养技能

获取原文
   

获取外文期刊封面封底 >>

       
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Objective – Librarians at Rider University attempted to discern the basic information literacy (IL) skills of students over a two year period (2009-2011). This study aims to explore the impact of one-session information literacy instruction on student acquisition of the information literacy skills of identifying information and accessing information using a pretest/posttest design at a single institution. The research questions include: Do different student populations (in different class years, Honors students, etc.) possess different levels of IL? Does the frequency of prior IL Instruction (ILI) make a difference? Do students improve their IL skills after the ILI? Methods – The librarians at Rider University developed the test instruments over two years and administered them to students attending the ILI sessions each semester. The test was given to students as they entered the classroom before the official start-time of the class, and the test was stopped five minutes into the class. A pretest with five questions was developed from the 1st ACRL IL Standards. A few demographic questions were added. This pretest was used in fall 2009. In spring 2010, a second pretest was developed with five questions on the 2nd ACRL IL Standards. Students of all class years who attended ILI sessions took the pretests. In 2010-2011, the pretest combining the 10 questions used in the previous year was administered to classes taking the required CMP-125 Research Writing and the BHP-150 Honors Seminar courses. An identical posttest was given to those classes that returned for a follow-up session. Only the scores from students taking both pretests and posttests were used to compare learning outcomes. Results – Participants’ basic levels of IL skills were relatively low. Their skills in identifying needed resources (ACRL IL Standards 1) were higher than those related to information access (ACRL IL Standards 2). Freshmen in the Honors Seminar outperformed all other Rider students. No differences were found in different class years or with varying frequencies of prior IL training. In 2010-2011, students improved significantly in a few IL concepts after the ILI, but overall gains were limited. Limitations – Many limitations are present in this study, including the challenge of developing ideal test questions and that the pretest was administered to a wide variety of classes. Also not all the IL concepts in the test were adequately addressed in these sessions. These factors would have affected the results. Conclusions – The results defy a common assumption that students’ levels of IL proficiency correlate with their class years and the frequency of prior ILI in college. These findings fill a gap in the literature by supporting the anecdote that students do not retain or transfer their IL skills in the long term. The results raise an important question as to what can be done to help students more effectively learn and retain IL in college. The authors offer strategies to improve instruction and assessment, including experimenting with different pedagogies and creating different posttests for spring 2012.
机译：目标–骑士大学的图书馆员试图识别学生在两年期间（2009-2011）的基本信息素养（IL）技能。这项研究旨在探讨一堂式信息素养指导对学生获得信息素养的能力的影响，这些信息素养技能是在单个机构中使用前测/后测设计来识别信息和访问信息。研究问题包括：不同的学生群体（在不同的上课年份，在读荣誉学生等）是否具有不同的IL水平？先前的IL指令（ILI）的频率是否有所不同？参加ILI后，学生会提高他们的IL技能吗？方法–骑士大学的图书馆员在两年内开发了测试仪器，并在每学期向参加ILI课程的学生管理。考试是在正式上课之前，学生进入教室时进行的，考试在上课五分钟后停止。根据第一ACRL IL标准开发了具有五个问题的预测。添加了一些人口统计问题。该预测试于2009年秋季使用。2010年春季，针对第二个ACRL IL标准，对五个问题进行了第二次预测试。参加ILI课程的所有班级学生都参加了预测。在2010-2011年，针对参加CMP-125研究写作和BHP-150荣誉讲座课程的必修课进行了前一年结合前一年使用的10个问题的预测。对返回进行后续会话的那些类进行了相同的后测。仅将参加预测试和后测试的学生的分数用于比较学习成果。结果–参与者的基本IL技能水平相对较低。他们在确定所需资源方面的技能（ACRL IL标准1）要高于与信息访问相关的技能（ACRL IL标准2）。荣誉研讨会的新生表现优于其他所有Rider学生。在不同的上课年份或先前的IL训练频率不同时，均未发现差异。在2010-2011年，ILI之后，学生在一些IL概念上取得了显着进步，但总体进步有限。局限性–这项研究存在许多局限性，包括挑战提出理想的测验题以及对各种课程进行预测。同样，在这些会议中并未充分解决测试中的所有IL概念。这些因素会影响结果。结论–结果违背了一个普遍的假设，即学生的IL熟练程度与他们的上课时间和大学里以前参加ILI的频率有关。这些发现通过支持学生长期不保留或转移其IL技能的轶事填补了文献中的空白。结果提出了一个重要问题，即可以采取哪些措施来帮助学生更有效地学习和保持大学的IL。作者提供了改善教学和评估的策略，包括尝试不同的教学法并为2012年春季创建不同的后测。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号