迈向大师

Q2 Social Sciences

Journal of Information Literacy Pub Date : 2021-12-07 DOI:10.11645/15.3.3095

Daniel John Pullinger, Jiani Liu

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引用次数: 1

摘要

这篇文章介绍了利兹大学学习发展团队对研究生的学术素养技能发展需求和期望进行的研究，以及随后创建的创新在线资源Step Up to Masters。除了关注研究强调的关键主题外，该资源还鼓励学生反思他们的个人发展重点，并为他们成功过渡到研究生（PGT）学习选择最相关的支持选项。这种反思和选择方法背后的基本原理是由以下内容综合而成的：（a）PGT学生在向硕士学习过渡时面临的各种需求和挑战的关键研究结果，以及（b）团队自己对PGT学生学术发展优先事项和偏好的研究结果。Step Up to Masters获得了2020年信息素养数字奖，是利兹2020/21年为应对冠状病毒大流行而启动的在线PGT入门计划的核心。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Step Up to Masters

The article in question introduces research conducted by the Learning Development Team at the University of Leeds on the academic literacy skills development needs and expectations of taught postgraduate students, and the subsequent creation of an innovative new online resource, Step Up to Masters. As well as focusing on key topics highlighted by the research, the resource encourages students to reflect on their individual development priorities and to select the most relevant support options for their successful transition to taught postgraduate (PGT) study. The rationale behind this reflect and select approach has been informed by a synthesis of (a) the outcomes of key studies on the diverse needs and challenges faced by PGT students when making the transition to Masters study, and (b) the team’s own research findings on PGT students’ academic development priorities and preferences. Step Up to Masters received the Digital Award for Information Literacy 2020, and was central to the online PGT induction programme initiated at Leeds for 2020/21 in response to the coronavirus pandemic.

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来源期刊

Journal of Information Literacy Social Sciences-Library and Information Sciences

CiteScore

1.40

自引率

0.00%

发文量

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.