...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Reference services review >Faculty-librarian collaboration in improving information literacy of educational opportunity program students
【24h】

Faculty-librarian collaboration in improving information literacy of educational opportunity program students

机译：师生合作提高教育机会计划学生的信息素养

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Purpose: This study aims to examine the instruction of basic information literacy (IL) skills taught to the socio-economically disadvantaged students in the Educational Opportunity Program (EOP) at Rider University in summer 2011. The study set out to determine how the beginning IL levels of EOP freshmen differ from those of other freshmen, their learning outcomes, and retention of IL as a means to improve future research instruction. Design/methodology/approach: Faculty of a speech communication class and two librarians collaborated in integrating IL in the class assignments of the 2011 summer EOP program. The assessment tools include identical pre- and post-tests, a second post-test with different multiple correct answer questions, a survey about students' perceptions of their IL training, and the teaching faculty's observations of EOP students' research skills. Findings: EOP freshmen are equivalent to the peer freshmen in their low levels of IL skills. The findings suggested that EOP freshmen complete IL instruction with stronger IL skills. The second post-test revealed that many students were confused about some basic IL concepts. Faculty's observation of students' information literacy skills concurs with the pre- and post-tests. Originality/value: This study fills a void in the literature on recent research of information literacy skills of socio-economically disadvantaged college students. The multi-correct answer questions employed are valuable but rarely employed in studies or discussed in the literature. The collaboration of faculty and librarians in assignment design is valuable as an increasing number of faculty are utilizing librarians to teach the necessary IL skills needed in today's curricula.
机译：目的：本研究旨在研究2011年夏季在利德大学（Rider University）的教育机会计划（EOP）中向社会经济处于弱势的学生提供的基本信息素养（IL）技能的教学。该研究旨在确定如何开始IL EOP大一新生的水平与其他大一新生，他们的学习成果以及保持IL的水平不同，以此作为改进未来研究指导的一种手段。设计/方法/方法：语音交流课程的教职员工和两名图书馆员协作将IL整合到2011年夏季EOP计划的课堂作业中。评估工具包括相同的测试前和测试后，具有不同的多个正确答案问题的第二次测试，关于学生对他们的IL培训看法的调查以及教职员工对EOP学生的研究技能的观察。结果：EOP新生的IL技能水平低，与同龄新生相当。研究结果表明，EOP新生以更强的IL技巧完成了IL指导。第二次测验显示，许多学生对一些基本的IL概念感到困惑。学院对学生信息素养技能的观察与测验前和测验一致。原创性/价值：这项研究填补了社会经济上处于不利地位的大学生信息素养技能的最新研究文献中的空白。所使用的多正确答案问题很有价值，但很少用于研究或文献讨论中。随着越来越多的教师正在利用图书馆员传授当今课程所需的必要的IL技能，教师与图书馆员在作业设计方面的合作非常有价值。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号