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Both Online and In-Person Library Orientations Have Positive Effects on Graduate Students’ Information Literacy Skills

机译：在线图书馆和个人图书馆的方向都对研究生的信息素养技能产生积极影响

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Objective – To assess and compare the effectiveness of online and face-to-face library orientations. Design – Pretest/posttest. Setting – A public university in the United States of America. Subjects – Graduate students in a Master of Social Work program. Methods – At the beginning of the fall 2013 semester, students in 3 different sections of a social work research methods course were asked to complete a 17-question assessment to evaluate their information literacy skills and knowledge. Then, 1 section (Campus A) received a 50-minute in-class library orientation from a librarian, while the other 2 sections (Campus B and Off Campus) received orientation through asynchronous online video tutorials. Post library orientation, research labs were then held for all three class sections, during which students received some hands-on time working with a librarian. After the hands-on labs, students were invited to complete the posttest assessment, which consisted of the same 17 questions. Main Results – The researcher collected 59 pre-test and 27 posttest responses, although many respondents did not answer all the questions. Moreover, none of the posttest responses from the Off Campus students was deemed usable by the researcher. After attending the library orientation and lab sessions, students were more likely to choose the library or a librarian as their starting point for research (19% pretest, 40% posttest). Students’ ability to identify book or chapter title in a citation (48% pretest, 92% posttest), and determine whether common knowledge required citations (87% correct in pre-test, 100% posttest) also appeared to improve after the library sessions. In addition, students’ skills in assessing the scholarliness and credibility of an article by its also improved. While there were some anecdotal variations between responses between Campus A and Campus B groups, no statistically significant differences were noted. Conclusion – The study results suggest that regardless of format, library orientations and hands on lab session had positive effects on graduate students’ information literacy skills and knowledge.
机译：目标–评估和比较在线和面对面图书馆指导的有效性。设计–预测试/后测试。背景-美国的一所公立大学。科目–社会工作硕士课程的研究生。方法–在2013年秋季学期开始时，要求社会工作研究方法课程的3个不同部分的学生完成17个问题的评估，以评估他们的信息素养技能和知识。然后，其中一个部门（校园A）从图书馆员那里接受了50分钟的课堂教学指导，而其他两个部门（校园B和校园外）通过异步在线视频教程进行了指导。在面向图书馆的方向之后，随后对所有三个班级进行了研究实验室，在此期间，学生获得了与图书馆员一起动手实践的时间。在动手实验之后，邀请学生完成测试后评估，该评估包括相同的17个问题。主要结果–尽管许多受访者并未回答所有问题，但研究人员收集了59项测试前和27项测试后的回应。此外，研究人员认为校园外学生的测试后回应均不可用。参加图书馆介绍会和实验室会议后，学生更有可能选择图书馆或图书馆员作为他们研究的起点（前测19％，后测40％）。在图书馆学习之后，学生识别被引文献或书名的能力（预测试为48％，后测试为92％），并确定所需的常见知识引文（预测试中正确率为87％，后测试为100％）是否也有所改善。此外，学生评估文章的学术性和可信度的技能也得到了提高。虽然在校园A和校园B组之间的响应之间存在一些轶事变化，但未发现统计学上的显着差异。结论–研究结果表明，无论采用何种格式，图书馆的方向和动手实验对研究生的信息素养技能和知识都有积极的影响。

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