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首页> 外文期刊>Practical Academic Librarianship: the International Journal of the SLA Academic Division >‘Where to start?’: Considerations for faculty and librarians in delivering information literacy instruction for graduate students.
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‘Where to start?’: Considerations for faculty and librarians in delivering information literacy instruction for graduate students.

机译：“从哪里开始？”：教师和图书馆员在为研究生提供信息素养指导时的考虑因素。

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摘要

It is often assumed that incoming graduate students are information literate, yet many of them lack the skills needed to effectively organize and critically evaluate research. Supporting students in acquiring information literacy skills is a critical role for universities, as it improves the quality of student research and enhances their opportunities for lifelong learning. The literature in this area has focused on the partnership between librarians and course instructors, which has been shown to produce the most effective library instruction: however, additional research is needed concerning the collaborative approach to teaching information literacy to graduate students. The current study used action research to gather information on students’ perceptions of a blend of two methods of library instruction, a web-based tutorial and an in-class library instruction session. While few students indicated engagement with the online tutorial, most students appreciated the in-class session. Recommendations for information literacy instruction and further research are included.
机译：通常认为即将毕业的研究生具有信息素养，但其中许多人缺乏有效组织和批判性评估研究所需的技能。支持学生学习信息素养技能是大学的关键角色，因为它可以提高学生的研究质量并增加他们的终身学习机会。该领域的文献集中在图书馆员与课程指导者之间的伙伴关系上，这已被证明可以产生最有效的图书馆指导：但是，还需要进一步研究以协作方式向研究生进行信息素养教学。当前的研究使用动作研究来收集有关学生对图书馆教学两种方法（基于Web的教程和课堂上的图书馆教学课程）的理解的信息。虽然很少有学生表示愿意参与在线教程，但大多数学生都对课堂学习表示赞赏。包括有关信息素养指导和进一步研究的建议。

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