"我只知道如何搜索谷歌":学生们对四年信息素养课程的反思
Stephanie Sanger1, Denise A Smith1
1MLIS, Clinical Outreach Librarian, Health Sciences Library, McMaster University, Hamilton, ON.
The journal of the Canadian Health Libraries Association
|August 18, 2025
概括
综合信息素养 (IL) 课程显著提高了本科健康科学学生在寻找健康信息方面的信心. 这种方法对提高高等教育中必要的研究技能充满希望.
科学领域:
- 卫生科学教育健康科学教育
- 信息素养研究 信息素养研究
- 课程开发 课程开发
背景情况:
- 在健康科学本科综合信息素养 (IL) 课程的证据有限.
- 对于支架式和课程整合的IL课程的需求越来越大.
- 传统的IL输送方法可能不如综合方法那么有效.
研究的目的:
- 评估四年综合IL课程对学生对健康信息参与感知的信心和技能的影响.
- 了解IL培训如何影响学生搜索和利用健康信息的能力.
- 评估IT技能对未来职业实践的长期感知价值.
主要方法:
- 对健康科学学士四年级学生进行了一项混合方法调查.
- 使用描述性统计数据分析了定量调查数据.
- 通过三个编码周期分析定性调查答复,以确定新出现的主题.
主要成果:
- 在四年级学生中,达到了25%的响应率 (49/194).
- 学生对寻找信息的信心从"不自信" (79%在第一年) 增加到"有点"或"非常自信" (100%在第四年).
- 93%的人表示,强制性IL课程对他们的信息搜索信心产生了积极影响,90%的人预计将在毕业后使用这些技能.
结论:
- 在本科健康科学课程中强制性,综合性IL课程显然提高了学生在寻找和找到健康信息方面的信心.
- 将IL教学整合到整个课程中,为健康科学本科生提供了显著的潜在好处.
- 这些发现支持采用支架式,课程整合的IL计划,以提高学生的研究能力.
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