超越焦虑

Q2 Social Sciences
Katie Blocksidge, Hanna Primeau
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引用次数: 0

摘要

信息专业人员热衷于使用数据点来指导他们的实践,但我们是否已经将数据扁平化,以至于失去了学生在研究中体验到的情感一面?在本文中,我们将讨论有关学生情感和信息信仰的研究结果,并分享如何利用这些数据来深化我们的实践。在这项定性研究中,我们利用 2019 年进行的 20 次访谈来揭示学生的信息信仰。通过探索性数据分析,我们发现学生表达了除焦虑之外的各种情绪,但并非所有情绪都是负面的。只有当我们研究学生的看法时,我们才会发现研究过程中充满了情绪。根据我们的研究结果提出的建议可分为三类:鼓励信息专业人员找到消除获取障碍的途径,找到教师发展的方法,以及承认研究的某些方面可能会让学生感到辛苦但也有收获。我们的研究结果和建议主要集中在如何开展实践活动,让学生能够利用他们的毅力来促进学习,而不是将认知能量用于图书馆特定任务的复杂性上。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Moving beyond anxiety
Information Professionals are avid users of data points to inform their practices, but have we flattened the data to such an extent that we have lost the emotional side of research that students experience? In this article, we will discuss our findings regarding student emotions and information beliefs and share ways in which this data can give depth to our practices. In this qualitative study, we used twenty interviews conducted in 2019 to uncover student information beliefs. Through exploratory data analysis we discovered students expressing a variety of emotions beyond anxiety, not all of which were negative. It is only when we examine student perceptions that we reveal the emotionally fraught process of research. Recommendations based on our findings fall into three categories: encouraging information professionals to find paths to removing access barriers, find ways to move into faculty development, and acknowledging the aspects of research that can make it hard but rewarding for students. Our findings and recommendations focus on how to establish practices that allow students to use their persistence in ways that enhance their learning rather than using cognitive energy on the intricacies of a library specific task.
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来源期刊
Journal of Information Literacy
Journal of Information Literacy Social Sciences-Library and Information Sciences
CiteScore
1.40
自引率
0.00%
发文量
18
审稿时长
24 weeks
期刊介绍: JIL is an international, peer-reviewed journal that aims to investigate information literacy in all its forms to address the interests of diverse IL communities of practice. To this end it publishes articles from both established and new authors in this field. JIL welcomes contributions that push the boundaries of IL beyond the educational setting and examine this phenomenon as a continuum between those involved in its development and delivery and those benefiting from its provision. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The journal is published under the Gold Open Access model, because the CILIP Information Literacy Group believes that knowledge should be shared. It is therefore free and requires no subscription. In addition authors are not required to pay a fee to be published in JIL. The Journal of Information Literacy is published twice a year. Additional, special themed issues are also possible and the editor welcomes suggestions. JIL has an acceptance rate of 44% for articles submitted to the journal.
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