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首页> 外文期刊>International Journal of Digital Literacy and Digital Competence >Complementary Information Literacy Training Practices in University Teaching and Academic Libraries
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Complementary Information Literacy Training Practices in University Teaching and Academic Libraries

机译：大学教学和大学图书馆的补充信息素养培训实践

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Students now have information processing behaviors characterized by rapid shifts in attention, less reflection and failure to deploy metacognitive processes, preferring activities that bring immediate rewards for their information needs, even if the quality of the information they obtain is low. Consequently, they run into significant difficulties in the selection and critical evaluation of the information they find during university learning activities. This article presents two information literacy training initiatives addressing these issues at the University of Padova (Italy): one in a course in educational technologies offered as part of a second-cycle degree program, and the other in two of the university library system's training facilities. The training workshops sought to be complementary, covering both the search engine and the library OPAC approach to information seeking.
机译：现在，学生具有信息处理行为，其特征是注意力迅速转移，反思能力下降和无法部署元认知过程，他们宁愿选择能够立即获得其信息需求回报的活动，即使所获得的信息质量很低。因此，他们在选择和严格评估他们在大学学习活动中发现的信息时遇到了巨大的困难。本文介绍了帕多瓦大学（意大利）针对这些问题的两种信息素养培训计划：一种是在第二阶段学位课程中提供的教育技术课程，另一种是在大学图书馆系统的两种培训设施中。培训讲习班寻求补充，涵盖搜索引擎和图书馆OPAC信息搜索方法。

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