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首页> 外文期刊>Library Information Research : Research into Practice for Information Library Services >Information literacy in adult returners to Higher Education: student experiences in a university pre-entry course in a UK university
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Information literacy in adult returners to Higher Education: student experiences in a university pre-entry course in a UK university

机译：成人返回高等教育者的信息素养：英国大学的大学入学前课程中的学生经验

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This paper reports a qualitative investigation of the experiences of 18 students taking a year long, part-time pre-entry course designed to help participants choose a course of study and develop confidence in their ability to study at first year university standard. The particular focus for the research was information literacy, and the study sought to illuminate students’ reasoning underlying their information use. It was found that interviewees expressed greater confidence in the veracity of textbooks than websites, but that this contrast appeared to be based on a relatively unsophisticated epistemology. The interviews also suggested that students’ metacognitive awareness and control, particularly over the critical thinking processes by which candidate information is selected or rejected for study, were somewhat weak. The core characteristics of information literacy for this group are discussed and suggestions for follow-up studies and interventions to assist in improving matters are provided.
机译：本文对18名学生参加为期一年的非全日制预科课程的经历进行了定性调查，旨在帮助参与者选择学习课程并增强他们对大学一年级标准学习能力的信心。该研究的重点是信息素养，该研究旨在阐明学生在其信息使用基础上的推理。发现与网站相比，受访者对教科书的真实性有更大的信心，但是这种对比似乎是建立在相对简单的认识论基础上的。访谈还表明，学生的元认知意识和控制力，尤其是在批判性思维过程中，选择或拒绝候选人信息以进行学习的能力，都有些薄弱。讨论了该群体的信息素养的核心特征，并提出了后续研究和干预措施的建议，以帮助改善问题。

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