将信息素养指导嵌入孟加拉国图书馆和信息科学课程的探究式教学干预

IF 0.7 4区 管理学 Q3 INFORMATION SCIENCE & LIBRARY SCIENCE
Md Arman Hossain, Eero Sormunen
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引用次数: 0

摘要

介绍。本文介绍了一种新的教学实践,并报告了其在提高图书馆情报学专业学生信息素养方面的效果。此外,研究还探讨了学生信息通信技术自我效能感与信息素养学习之间的关系。方法。采用SPSS (version 27)软件对数据进行统计分析。采用单因素协方差分析(ANCOVA)检验干预组(n= 35)与对照组(n= 36)的差异。进行独立样本t检验以查看各组之间的差异。运用Pearson相关性来衡量因变量之间的关系。分析。采用SPSS (version 27)软件对数据进行统计分析。采用单因素协方差分析(ANCOVA)检验干预组(n= 35)与对照组(n= 36)的差异。进行独立样本t检验以查看各组之间的差异。运用Pearson相关性来衡量因变量之间的关系。结果。参加新颖的基于引导探究的信息素养指导的学生在后测试中得分高于参加常规课堂讲座的学生。此外,干预组学生在学习课程内容的同时,也学习了对照组的课程内容。学生的信息通信技术自我效能感不影响其信息素养知识的整体学习。结论。考虑到干预时间较短,信息素养的学习效果是令人满意的。我们收集了一些在发展中国家实施以学生为中心的新颖教学实践的经验,以帮助教育工作者和研究人员采取这些举措。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
An inquiry-based teaching intervention to embed information literacy instructions into a library and information science curriculum in Bangladesh
Introduction. This paper describes a novel pedagogical practice and reports its effectiveness in improving library and information science students' information literacy knowledge. In addition, it addresses the association of students’ information and communication technology (ICT) self-efficacy with their information literacy learning. Method. SPSS (version 27) was employed for the statistical analyses of the data. A one-way analysis of covariance (ANCOVA) was conducted to examine the differences between the intervention group (n= 35) and the control group (n= 36). Independent samples t-tests were carried out to see the differences between various groups. Pearson’s correlations were conducted to measure relationships among dependent variables. Analysis. SPSS (version 27) was employed for the statistical analyses of the data. A one-way analysis of covariance (ANCOVA) was conducted to examine the differences between the intervention group (n= 35) and the control group (n= 36). Independent samples t-tests were carried out to see the differences between various groups. Pearson’s correlations were conducted to measure relationships among dependent variables. Results. Students who attended the novel guided-inquiry based information literacy instructions scored higher in the post-test than those who participated in regular class lectures. In addition, the students in the intervention group learned course subject contents as well as the controls. Students’ ICT self-efficacy did not influence their overall learning of information literacy knowledge. Conclusion. Considering the short duration of the intervention, the learning outcomes in information literacy were satisfactory. We gathered some experiences implementing a novel student-centred pedagogical practice in a developing country to help educators and researchers take such initiatives.
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来源期刊
Information Research-An International Electronic Journal
Information Research-An International Electronic Journal INFORMATION SCIENCE & LIBRARY SCIENCE-
CiteScore
1.20
自引率
12.50%
发文量
62
审稿时长
45 weeks
期刊介绍: Information Research, is an open access, international, peer-reviewed, scholarly journal, dedicated to making accessible the results of research across a wide range of information-related disciplines. It is published by the University of Borås, Sweden, with the financial support of an NOP-HS Scientific Journal Grant. It is edited by Professor T.D. Wilson, and is hosted, and given technical support, by Lund University Libraries, Sweden.
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