信用信息素养课程对减轻成人学习者图书馆焦虑的效果研究

IF 0.9 Q3 INFORMATION SCIENCE & LIBRARY SCIENCE

Communications in Information Literacy Pub Date : 2019-01-01 DOI:10.15760/COMMINFOLIT.2019.13.1.3

Roslyn Grandy

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引用次数: 7

摘要

本研究调查了30名成人学习者在完成两学分混合信息素养课程前后的图书馆焦虑水平。在课程开始和结束时，使用修改版本的多维图书馆焦虑量表来比较图书馆焦虑的水平。一项数据分析显示，该课程对减少成人学习者的图书馆焦虑有中等效果。完成课程后，学生对图书馆资源的认识、对搜索过程的满意程度以及对图书馆技术的满意程度均显著提高。在与工作人员或图书馆空间的舒适程度方面，图书馆焦虑没有显著减少。

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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Investigating the Effectiveness of a Credit-Bearing Information Literacy Course in Reducing Library Anxiety for Adult Learners

This study examines levels of library anxiety in 30 adult learners before and after completing a two-credit hybrid information literacy course. A modified version of the Multidimensional Library Anxiety Scale was administered at the beginning and end of the course to compare levels of library anxiety. An analysis of the data revealed that the course was moderately effective in reducing library anxiety in adult learners. Awareness of library resources, comfort with the search process, and comfort level with library technology significantly increased after course completion. No significant decreases in library anxiety were reported in the areas of comfort level with staff or the library space.

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来源期刊

Communications in Information Literacy INFORMATION SCIENCE & LIBRARY SCIENCE-

CiteScore

2.40

自引率

0.00%

发文量

审稿时长

16 weeks

期刊介绍： Communications in Information Literacy (CIL) is a peer-reviewed journal devoted to advancing research, theory, and practice in the area of information literacy in higher education. CIL is independently published. Furthermore, it is open access in the truest sense; there are no article processing charges or other regressive publication fees. The editors of CIL are solely committed to the investigation of various models and theories of information literacy worldwide, and they remain faithful to principles of open access for academic research.