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首页> 外文期刊>Journal of information literacy >Professional self-efficacy and role perception of school librarians and their impact on the development of students' information literacy: an evidence-based study
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Professional self-efficacy and role perception of school librarians and their impact on the development of students' information literacy: an evidence-based study

机译：图书馆员的专业自我效能和角色感知及其对学生信息素养发展的影响：基于证据的研究

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摘要

The current study evaluated the degree to which school librarians are involved in two different dimensions of their work that directly relate to developing information literacy (IL): (1) providing students with basic and advanced reference work services (RWS); and (2) assisting students at different stages of their research process assignments, as defined by the Big6 model. In addition, to examine factors that may affect the degree of involvement in these two dimensions, the professional self-efficacy of the librarians and their perceptions of their role within the school community were assessed. Data was collected from 71 Israeli school librarians through online questionnaires and analysed quantitatively. This analysis reveals that school librarians provide primarily basic RWS, which require a low degree of professional and technological skills and little collaboration with school teachers. Similarly, school librarians are mainly involved with two specific stages of the students’ research processes, namely, the seeking and evaluation of information, which again reflect a low degree of IL training. The degree of involvement of librarians in these dimensions of their work is significantly and positively correlated with (a) the perception of the librarians of their own self-learning ability and professional updating level; and (b) their perceptions of their role as co-teachers or leaders within the school community. These findings should increase the awareness of the IL community to the work of school librarians, to their role in shaping information-related processes in young students, and to possible means of achieving these goals. ?
机译：本研究评估了学校图书馆员在与工作中与发展信息素养（IL）直接相关的两个不同方面的程度：（1）为学生提供基础和高级参考工作服务（RWS）; （2）根据Big6模型的定义，协助学生处于研究过程分配的不同阶段。此外，为了检查可能影响这两个方面的参与程度的因素，评估了图书馆员的专业自我效能感以及他们对他们在学校社区中的作用的看法。通过在线调查表从71位以色列学校图书馆员中收集数据，并进行定量分析。该分析表明，学校图书馆员主要提供基本的RWS，这需要较低的专业技术技能和与学校教师的很少合作。同样，学校图书馆员主要参与学生研究过程的两个特定阶段，即信息的寻找和评估，这又反映出IL培训程度较低。图书馆员在工作的这些方面的参与程度与（a）对图书馆员的自我学习能力和专业更新水平的认识密切相关。 （b）他们对自己在学校社区中作为共同老师或领导者的作用的看法。这些发现应该提高IL社区对学校图书馆员的工作，他们在塑造年轻学生中与信息相关的过程中的作用以及实现这些目标的可能手段的认识。 ？

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