独立学院信息素养教育调查研究

通过调查比较分析独立学院本专科生的信息素养状况、信息检索课的开设以及信息素养教育情况,总结出新特点、新问题,阐述提高独立学院学生信息素养的对策与建议.     

基于微信平台的独立学院大学生媒介素养教育

提升独立学院大学生的媒介素养,必须明确该群体的特殊性。新媒体环境既为当前的大学生媒介素养教育提出了新的议题和要求,同时也为各高校开展大学生的媒介素养教育工作提供了新的契机和空间。因此,本文对大学生媒介素养的关注将赋予其全新的视角——结合独立学院大学生的特殊性,探析基于微信平台独立学院大学生的媒介素养教育。     

独立学院图书馆信息资源建设现状调查与分析

信息资源建设是独立学院图书馆的基本职责和任务。独立学院图书馆的信息资源建设主要包括印刷型馆藏与电子资源馆藏建设、信息资源共享、信息资源的组织与服务等内容。通过对100个独立学院图书馆网页的调查,发现目前独立学院图书馆信息资源建设尚未形成相对完整的馆藏体系、信息资源共享意识较弱、网站建设薄弱。独立学院图书馆应制定清晰、详细的馆藏发展策略,重视与校本部图书馆建立信息资源共享关系,加强图书馆网页建设,以解决信息资源建设存在的问题。     

独立学院图书馆信息资源建设现状与发展对策研究——以浙江省为例

简述了独立学院的基本概念,在重点调查了浙江省独立学院图书馆信息资源建设现状的基础上,归纳出独立学院馆藏信息资源建设中的主要特点,并分析了存在的主要问题,最后提出了独立学院图书馆信息资源建设的五大对策。     

独立学院图书馆文献信息资源建设探究——以河南理工大学万方科技学院图书馆为例

分析了独立学院图书馆文献信息资源建设存在的问题,阐述了独立学院图书馆文献信息资源建设的原则,并以河南理工大学万方科技学院图书馆为例,探讨了独立学院图书馆文献信息资源建设的策略。     

独立学院图书馆在线信息素质教育现状调查及对策浅析——以2013年排名前100所独立学院为例

我国独立学院图书馆在线信息素质教育尚处于初级阶段,在调查2013年排名前100名独立学院图书馆在线信息素质教育现状的基础上,分析其存在的问题,从构建教学平台、丰富教学内容及形式、注重学习评价与反馈、合作共享等方面提出发展独立学院图书馆在线信息素质教育的建议。     

独立学院图书馆网络信息服务创新模式研究

本文以山大商务学院图书馆信息服务为背景,分析了当前独立学院图书馆网络信息服务的现状,提出网络环境下独立学院图书馆满足用户多元化知识信息需求的网络信息服务创新模式。     

网络环境下独立学院图书馆信息资源建设探析——以山西大学商务学院图书馆为例

分析了独立学院图书馆的发展特点,阐述了信息资源建设存在的问题,并以山西大学商务学院图书馆为例,探讨了独立学院图书馆信息资源建设的策略。     

试论独立学院图书馆信息共享空间的建立

信息共享空间是目前高校图书馆一种新型的发展模式。本文基于信息共享空间的内涵与国外信息共享空间的实践经验,着力探寻独立学院图书馆信息共享空间的建立,希望能够借由这一模式探寻一种适合独立学院图书馆发展的新方向。     

美国信息素养教育的中国式解读与借鉴

以美国信息素养教育概述作为出发点,总结了美国信息素养教育与研究特征,并结合中国信息素养教育实际情况,探讨了美国信息素养教育和研究成果对我国开展信息素养教育的启示与借鉴.以期为我国教育界、商业界、图书情报界等开展信息素养教育提供一些参考.     

数字环境下新建本科院校大学生信息素养的现状——对运城学院大学生信息素养的调查和分析

阐述了信息素养的概念,并对运城学院在校生的信息素养现状进行调查。通过对调查数据的分析,得出数字环境下新建本科院校大学生信息素养能力不容乐观。最后,对新建本科院校提高和培养大学生信息素养提出了一些建议。     

Perceptions of Information Literacy Skills among Undergraduate Students in the Social Media Environment

This study assessed information literacy perceptions of undergraduate students at Sultan Qaboos University in their use of social media. A quantitative approach was used to collect data from undergraduate students. The study consisted of 1,142 completed questionnaires by randomly selected participants. The results demonstrated overall moderate levels of perceptions toward the evaluation of information, information ethics, legal issues, and privacy issues. In evaluation of information, credibility of information was considered as an important factor to decide whether to use information for academic purposes. This study signifies the importance of understanding perceptions of information literacy among undergraduate students in a specific socio-cultural context. The results can also be generalized to similar academic institutions worldwide. It is also hoped that the study's findings will assist in developing contextual training programs or information literacy quizzes to promote information literacy in the social media environment.     

Information literacy self-efficacy: The effect of juggling work and study

Information literacy self-efficacy and academic motivation are both argued to play important roles in student academic development. The former is considered to be a predictor of student academic achievement while the latter is considered a key factor in developing information literacy self-efficacy. Today, many students undertake paid employment in conjunction with their academic studies and little is known about the effect this may have on their information literacy self-efficacy and academic motivation. As such, the relationship between information literacy self-efficacy, academic motivation, and employment has been unexplored. Data were collected via a questionnaire, comprised of existing scales, which was administered to undergraduate business students in an Australian higher education (HE) institution. A response rate of 58% resulted in 585 completed questionnaires. Findings suggest that whether or not students were engaged in paid employment did not appear to influence information literacy self-efficacy, although students in paid employment did exhibit significantly lower intrinsic motivation than students not in paid employment. Additionally, for students not in paid employment a significant relationship was found between amount of time spent on study and information literacy self-efficacy. Of some concern, the small amount of time students reported spending in academic pursuits outside of scheduled classes raises issues regarding the placement of information literacy instruction. For information literacy practitioners this study contributes to awareness regarding the conceptualization of information literacy instruction and its placement in the HE environment.     

Strengthening information literacy in a writing-designated course in the mathematics major

When a campus has not integrated information literacy education into the curriculum, many students will not have the opportunity to learn these necessary skills before they embark on their career paths. This pilot study explores the possibility of teaching information literacy skills to students enrolled in a writing-designated course offered to mathematics majors who are about to complete their undergraduate studies. Outcome-based objective evaluations were used to guide teaching strategies as well as to gauge student progress. Embedded one-on-one consultations were found to be critical in strengthening these students’ information literacy abilities.     

Information Literacy for Undergraduate Business Students: Examining Value,Relevancy, and Implications for the New Century

This article examines the new-century business relevance of information literacy and why it is important for undergraduate business students. It then validates the relevance and value of the elements that make up the concept of information literacy with current business professionals (recruiters and employers). Business professionals were surveyed to reveal their (1) familiarity with the term information literacy, (2) feelings about the relevancy and value of information literacy in the business workplace, (3) perceived competency in information literacy of undergraduate business school graduates, (4) validation of cognitive difficulty elements of information literacy, and (5) reactions to other terms/phrases that more closely align with the concepts of information literacy in the business workplace. Although these business professionals were in general not familiar with the term, once they were informed of its components, they recognized and valued its processes.     

LibGuides and Web-Based Library Guides in Comparison: Is There a Pedagogical Advantage?

This study investigates whether the platform used to deliver a tutorial matters in online information literacy instruction and assesses the overall quality of an information literacy tutorial assignment given to an undergraduate survey class. The study asks whether there is any pedagogical advantage between information literacy tutorials created in the LibGuides library guide creation software and tutorials created as Web pages. This research question is relevant to current studies of online information literacy tutorials, particularly given the increasingly dominant but under-researched position of LibGuides in the academic library world for delivering guides and tutorials. Two separate groups of students completed LibGuides and Web page versions of the same information literacy tutorial assignment in a university undergraduate communication course. Survey results of these 89 students indicated that both the LibGuides and Web page platforms deliver online instruction content effectively and achieve learning objectives almost equally well. Results also indicated content areas within the assignment that could be strengthened.     

New Tools for Online Information Literacy Instruction

This article investigates the new landscape of online information literacy tools, such as embedding resources into course management software and specific academic organizations' web sites and using podcasts, screencasts, blogs, Web-based board games, and virtual three-dimensional environments. This article also explores the influence these methods have on information literacy skills of undergraduate students.     

大学生信息素养教育的“慕课”化趋势

主要采用文献调查分析法和网络调查法,在分析慕课及其特点、类型的基础上,对国内外慕课发展的整体状况、信息素养慕课的建设现状进行了调查研究。研究表明,中国大学慕课的建设步入稳定发展的阶段,信息素养慕课的建设未受到足够关注与重视,开设大学生信息素养系列慕课是大势所趋。