{"title":"重新审视信息素养与学术写作之间的关系:来自自我评估量表的证据","authors":"Chengyuan Yu","doi":"10.1016/j.acalib.2025.103138","DOIUrl":null,"url":null,"abstract":"<div><div>Although information literacy and academic writing have been considered associated abilities in the higher education context, the degree to which these two abilities are associated remains inconclusive. To add empirical evidence on the relationship between information literacy and academic writing, the present study drew on graduate students' responses to a self-assessment scale that measures the abilities of information literacy and academic writing processes and examined their relationship at the integrated and individual process levels. The two integrated constructs are highly correlated with a correlation coefficient of 0.815. The individual processes of information literacy and academic writing are correlated with moderately high to high coefficients, ranging from 0.548 to 0.755, which means that the processes of information literacy and academic writing are closely related. Evaluating and understanding information in information literacy processes are more associated with writing processes, suggesting that they are crucial in connecting these two constructs and making them an integrated process. This study is original in using a scale that treats information literacy and academic writing as an integrated process to reflect the real-world situation and goes beyond the textual evaluation of these two abilities.</div></div>","PeriodicalId":47762,"journal":{"name":"Journal of Academic Librarianship","volume":"51 6","pages":"Article 103138"},"PeriodicalIF":2.3000,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Revisiting the relationship between information literacy and academic writing: Evidence from a self-assessment scale\",\"authors\":\"Chengyuan Yu\",\"doi\":\"10.1016/j.acalib.2025.103138\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>Although information literacy and academic writing have been considered associated abilities in the higher education context, the degree to which these two abilities are associated remains inconclusive. To add empirical evidence on the relationship between information literacy and academic writing, the present study drew on graduate students' responses to a self-assessment scale that measures the abilities of information literacy and academic writing processes and examined their relationship at the integrated and individual process levels. The two integrated constructs are highly correlated with a correlation coefficient of 0.815. The individual processes of information literacy and academic writing are correlated with moderately high to high coefficients, ranging from 0.548 to 0.755, which means that the processes of information literacy and academic writing are closely related. Evaluating and understanding information in information literacy processes are more associated with writing processes, suggesting that they are crucial in connecting these two constructs and making them an integrated process. This study is original in using a scale that treats information literacy and academic writing as an integrated process to reflect the real-world situation and goes beyond the textual evaluation of these two abilities.</div></div>\",\"PeriodicalId\":47762,\"journal\":{\"name\":\"Journal of Academic Librarianship\",\"volume\":\"51 6\",\"pages\":\"Article 103138\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2025-09-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Academic Librarianship\",\"FirstCategoryId\":\"91\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S009913332500134X\",\"RegionNum\":3,\"RegionCategory\":\"管理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"INFORMATION SCIENCE & LIBRARY SCIENCE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Academic Librarianship","FirstCategoryId":"91","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S009913332500134X","RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"INFORMATION SCIENCE & LIBRARY SCIENCE","Score":null,"Total":0}
Revisiting the relationship between information literacy and academic writing: Evidence from a self-assessment scale
Although information literacy and academic writing have been considered associated abilities in the higher education context, the degree to which these two abilities are associated remains inconclusive. To add empirical evidence on the relationship between information literacy and academic writing, the present study drew on graduate students' responses to a self-assessment scale that measures the abilities of information literacy and academic writing processes and examined their relationship at the integrated and individual process levels. The two integrated constructs are highly correlated with a correlation coefficient of 0.815. The individual processes of information literacy and academic writing are correlated with moderately high to high coefficients, ranging from 0.548 to 0.755, which means that the processes of information literacy and academic writing are closely related. Evaluating and understanding information in information literacy processes are more associated with writing processes, suggesting that they are crucial in connecting these two constructs and making them an integrated process. This study is original in using a scale that treats information literacy and academic writing as an integrated process to reflect the real-world situation and goes beyond the textual evaluation of these two abilities.
期刊介绍:
The Journal of Academic Librarianship, an international and refereed journal, publishes articles that focus on problems and issues germane to college and university libraries. JAL provides a forum for authors to present research findings and, where applicable, their practical applications and significance; analyze policies, practices, issues, and trends; speculate about the future of academic librarianship; present analytical bibliographic essays and philosophical treatises. JAL also brings to the attention of its readers information about hundreds of new and recently published books in library and information science, management, scholarly communication, and higher education. JAL, in addition, covers management and discipline-based software and information policy developments.