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首页> 外文期刊>Journal of librarianship and information science >Teachers' views of information literacy practices in secondary education: A qualitative study in the Greek educational setting
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Teachers' views of information literacy practices in secondary education: A qualitative study in the Greek educational setting

机译：教师对中学教育中信息素养实践的看法：希腊教育环境中的定性研究

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摘要

The aim of the paper is to explore the perceptions of secondary education teachers in Greece about their students' information literacy skills and to investigate whether teachers have incorporated some form of information literacy instruction into their teaching to help students familiarize themselves with the research process. Qualitative methods of data collection and analysis were used, as the study sought to illuminate individuals' opinions and understanding of the meanings and values of information literacy, not quantification of responses. The primary method of data collection was semi-structured interviews. The transcripts were analysed thematically using the Atlas.ti software package. The study revealed that information literacy skills are developed in the school context chiefly by the assignment of school work or research projects. Almost all teachers were very critical of students' information skills, but they were not fully aware of how to teach information skills, and the most common way of teaching information literacy was giving advice about specific sources. They appreciated the need to prepare information literate students but they reported various problems in their effort to apply research-based teaching. The paper provides an empirically based, enhanced understanding of students' information literacy competencies from the teachers' point of view. It also raises the issues of the content, structure and organization of information literacy experiences offered in the context of secondary education, from the teachers' perspective.
机译：本文的目的是探讨希腊中学教育教师对学生的信息素养技能的看法，并调查教师是否在他们的教学中采用了某种形式的信息素养教学，以帮助学生熟悉研究过程。使用定性的数据收集和分析方法，因为该研究旨在阐明个人对信息素养的含义和价值的看法和理解，而不是对回答的量化。数据收集的主要方法是半结构化访谈。使用Atlas.ti软件包按主题对成绩单进行了分析。该研究表明，信息素养技能主要是通过分配学校作业或研究项目在学校环境中发展的。几乎所有的老师都非常批评学生的信息技能，但他们并不完全了解如何教授信息技能，而最常见的信息素养教学方法是就具体资源提供建议。他们意识到有必要准备有信息素养的学生，但是他们报告了在应用基于研究的教学方面的各种问题。本文从教师的角度提供了基于经验的，对学生的信息素养能力的加深理解。它还从教师的角度提出了在中学教育背景下提供的信息素养经验的内容，结构和组织方面的问题。

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