How Do You Know That?: An Investigation of Student Research Practices in the Digital Age

McClure, Randall; Clink, Kellian

doi:10.1353/pla.0.0033

Cited by 40 publications

(4 citation statements)

References 5 publications

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“…A 2004 study of preservice teachers (Colaric, Fine, and Hofmann 2004) found that 36 percent of the preservice teachers did not have sufficient knowledge to use search engines effectively. There is a considerable body of research on university undergraduates' information literacy knowledge and skills (Foster 2000;McClure and Clink 2009;Weiler 2004). This body of research provides evidence that many undergraduate students have a low level of competency in locating information so that even the ability to formulate search statements appropriate for the source they are searching is poor.…”

Section: K-12 Preservice Teachers' Information Literacy Practicementioning

confidence: 99%

Preservice Teachers’ Knowledge of Information Literacy and Their Perceptions of the School Library Program

Lee

Reed

Laverty

2012

Behavioral & Social Sciences Librarian

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Graduating preservice teachers were surveyed regarding their knowledge of information literacy concepts, the pedagogy of information literacy, and the role of the teacher librarian and school library programs. The preservice teachers felt poorly prepared to teach information literacy to pupils, had a limited array of information skills, and held a narrow view of the role of the school library. In response to these findings, the education librarians revised their instruction to the preservice teachers by moving the focus from information literacy skills for teachers to strategies for teaching information literacy skills to K-12 students.

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Section: K-12 Preservice Teachers' Information Literacy Practicementioning

confidence: 99%

Preservice Teachers’ Knowledge of Information Literacy and Their Perceptions of the School Library Program

Lee

Reed

Laverty

2012

Behavioral & Social Sciences Librarian

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“…What concerned us about these sources was not that students overwhelmingly used websites rather than library resources (an outcome we expected), but that they so rarely analyzed the material they found. As McClure and Clink (2008) also found in their study, our students were adept at finding information, but struggled to determine its credibility in terms of authority, bias, and relevance. To address this challenge, students used their own criteria for evaluating a source's credibility.…”

Section: Finding and Using Informationmentioning

confidence: 69%

Chapter 11. Up the Mountain without a Trail: Helping Students Use Source Networks to Find Their Way

Laskin

Haller

2016

Information Literacy: Research and Collaboration Across Disciplines

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When we began discussing our vision for a collection on information literacy (IL), our initial conversations revolved around the incredible amount of scholarship and practice that already existed in both Writing Studies (WS) and in Library/Information Science (LIS). Yet, while librarians, writing faculty, and other disciplinary faculty had presented and/or published together, there was still not enough cross-over in disciplinary literature addressed to both faculty and librarian audiences.One of our goals for this collection, then, was to bring together the rich scholarship and pedagogy from multiple perspectives and disciplines to provide a broader and more complex understanding of IL in the second decade of the 21st century. Further, we hoped that a collection that bridged the disciplinary divide would advance the notion of shared responsibility and accountability for the teaching, learning, and research of IL in the academy: faculty, librarians, administrators, and external stakeholders such as accrediting agencies and the businesses/industries that employ our graduates.As we issued the call for contributions for the collection, our view of IL was guided by the Association of College & Research Libraries (ACRL) Information Literacy Standards for Higher Education (IL Standards) which defines IL as the ability to "determine the extent of information needed, access the needed information effectively and efficiently, evaluate information and its sources critically, incorporate selected information into one's knowledge base, use information effectively to accomplish a specific purpose, understand the economic, legal and social issues surrounding the use of information, and access and use information legally" (ACRL, 2000). Widely cited since its formal approval by the ACRL Board, the IL Standards has seen widespread acceptance by librarians, faculty, administrators, and accrediting bodies. As a result, librarians and faculty have created strong partnerships to develop pedagogy related to IL and the IL Standards have been adapted to meet disciplinary contexts.However, the IL Standards also have faced considerable criticism as both research and practice began to highlight and illustrate the shortcomings of a standards-and competencies-based approach. Critiques of the IL Standards, theoretically and research-based, have focused on the de-contextualized nature of standards that potentially emphasize a prescribed set of skills. ResearchThe Framework for IL draws upon both threshold concepts (foundational concepts within a discipline that serve as portals to thinking and practice) and the concept of metaliteracy (Mackey & Jacobson, 2011;. Metaliteracy presents a vision for IL as an overarching literacy that places students in the role of both consumer and producer of information within today's collaborative information environments. Metaliteracy also emphasizes four domains of engagement within the information environment: behavioral, affective, cognitive, and metacognitive with metacognition as particularly important for...

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“…Öğrenciler bilgisayar derslerinde yazılım araçlarını nasıl kullanacaklarını öğrenmeli ve bilgisayarların, internetin ve veri korumanın nasıl çalıştığını anlamalıdır. Bu, daha sonra profesyonel eğitim ve geliştirme sırasında daha derinlemesine dijital ve bilişim teknolojileri konuları hakkında bilgi edinmenin temeli olarak hizmet edebilir (Beckmann, 2018;McClure & Clink, 2009).…”

Section: Dijital çAğda öğRenci Olmakunclassified

Küresel Dünyada Modernleşme Eği̇li̇mi̇ Olarak Eği̇ti̇mi̇n Di̇ji̇talleşmesi̇

Çayak¹,

Erol²

2023

joh

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Bu araştırmanın amacı; eğitimin dijitalleşmesi üzerine gerçekleştirilen çalışmaları incelemek ve çağımız eğitim sistemlerinin dijitalleşmeye ilişkin durumunu analiz etmektir. Bu ana amaç doğrultusunda araştırmada nitel araştırma yöntemlerinden doküman analizi kullanılmıştır. İncelenen dokümanlar arasında 2000 yılı ve sonrasındaki tezler ve makaleler bulunmaktadır. Araştırma kapsamında tez veri tabanı olarak, "Yükseköğretim Kurulu Ulusal Tez Merkezi" kullanılmış ve toplamda 48 tez "dijitalleşme" ve "eğitimin dijitalleşmesi" başlıklarında sınırlandırılarak incelenmiştir. Yine makalelerin veri tabanı olarak "Google Scholar" kullanılmış olup "eğitimde dijitalleşme", "dijitalleşme" ve "eğitimin dijitalleşmesi" kelimeleri ile sınırlandırılmış arama ile toplamda 54 makale incelenmiştir. İlgili dokümanlardaki verilerin analizi sonucunda genel olarak teknolojik gelişmelerin küreselleşmeyi ve dijital dönüşümü hızlandırdığı, eğitimin dijitalleşmesinin bazı avantajlarının ve dezavantajlarının olduğu, eğitimde dijital dönüşümün önünde bazı engellerin olduğu ve dijital çağda eğitim paydaşlarının bu süreçten farklı beklentilerinin olduğu ortaya çıkmıştır.

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How Do You Know That?: An Investigation of Student Research Practices in the Digital Age

Cited by 40 publications

References 5 publications

Preservice Teachers’ Knowledge of Information Literacy and Their Perceptions of the School Library Program

Preservice Teachers’ Knowledge of Information Literacy and Their Perceptions of the School Library Program

Chapter 11. Up the Mountain without a Trail: Helping Students Use Source Networks to Find Their Way

Küresel Dünyada Modernleşme Eği̇li̇mi̇ Olarak Eği̇ti̇mi̇n Di̇ji̇talleşmesi̇

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