Title: Informační gramotnost studentů Masarykovy univerzity a změny vlivem online kurzu práce s informacemi
Variant title:
- Information literacy of students at the Masaryk university and its development by the course of work with information
Source document: ProInflow. 2018, vol. 10, iss. 1, pp. [68]-99
Extent
[68]-99
-
ISSN1804-2406 (online)
Persistent identifier (DOI): https://doi.org/10.5817/ProIn2018-1-5
Stable URL (handle): https://hdl.handle.net/11222.digilib/138319
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Účel – Rozvoj informační gramotnosti by měl představovat nedílnou součást vysokoškolského vzdělávání. V současnosti se k jejímu prohlubování využívají často online kurzy. Kurz práce s informacemi je distanční předmět určený primárně studentům Masarykovy univerzity. Design/metodologie/přístup – Evaluační výzkum úrovně informační gramotnosti studentů Masarykovy univerzity a efektivity tohoto kurzu byl realizován s využitím dotazníků a testů v podzimním semestru 2016/2017. Byly zjišťovány potřeby před kurzem (883 studentů) a následně změny po absolvování kurzu (103 absolventů v případě dotazníku, 397 absolventů v případě posttestu). Výsledky – Výsledky prokázaly efektivitu kurzu na prvních dvou úrovních Kirkpatrickova modelu. Pro zápis kurzu studenty motivoval především zisk nových dovedností, nicméně i zisk kreditů hrál nezanedbatelnou roli. Pozitivně byla hodnocena forma i obsah kurzu. Byly identifikovány drobnější nedostatky (např. nejasnosti v zadání úkolů a závěrečného testu). U všech testových otázek bylo zaznamenáno statisticky významné zlepšení znalostí po absolvování kurzu. Zatímco nejvíce potíží bylo v pretestu nalezeno v oblasti tvorby vlastní práce, nejméně problematickým tématem bylo zpracování informací ze zdrojů. V případě posttestu sice došlo k výraznému zlepšení znalostí a dovedností, v některých tématech stále zůstaly nedostatečné, a to v oblasti úpravy vyhledávacího dotazu, chyb ve formě textu (jazyk a typografie), rozlišení argumentu a typu odborného textu.
Purpose – Improvement of the information literacy should be an integral part of tertiary education. Currently, online courses are often used to deepen it. The Course of work with information is a distance course primarily for students of Masaryk University. Design/methodology/approach – The evaluation research of the information literacy level of Masaryk University students and the effectiveness of this course was realized using questionnaires and tests in the autumn semester 2016/2017. Pre-course needs were surveyed (883 students), followed by post-course changes (103 graduates for the questionnaire, 397 graduates for the post-test). Results – The results proven the efficiency of the course at first and second level of Kirkpatrick's model. Students were motivated for the enrolment in the course especially by the gain of new skills, but also the credit benefit played a significant role. Both the form and the content of the course were positively evaluated. Respondents had minor negative comments (e. g. task assignment and final test). All test questions showed a statistically significant improvement in knowledge after completing the course. While the most difficulty was found in the pre-test in the field of creation, the least problematic was the processing of information. There has been a significant improvement in knowledge and skills in the post-test, however, in some topics the results remain insufficient, especially in the search query, errors in text (language and typography), argument resolution and type of a professional text.
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[9] Greer, K., & Hess, A. K. N. (2016). Designing for Engagement: Using the ADDIE Model to Integrate High-Impact Practices into an Online Information Literacy Course. Communications in Information Literacy, 10(2). Retrieved April 09, 2018, from http://files.eric.ed.gov/fulltext/EJ1125456.pdf
[10] Guo, Y. R., Goh, D. H. -L., Luyt, B., Sin, S. -C. J., & Ang, R. P. (2015). The effectiveness and acceptance of an affective information literacy tutorial. Computers & Education, 87, 368-384. Retrieved April 09, 2018, from http://linkinghub.elsevier.com/retrieve/pii/S0360131515300208 | DOI 10.1016/j.compedu.2015.07.015
[11] Hufford, J. R., & Paschel, A. K. (2010). Pre-and Postassessment Surveys for the Distance Section of LIBR 1100, Introduction to Library Research. Journal of Library Administration, 50(5-6), 693-711. Retrieved April 09, 2018, from http://www.tandfonline.com/doi/abs/10.1080/01930826.2010.488956 | DOI 10.1080/01930826.2010.488956
[12] Chráska, M. (1999). Didaktické testy: příručka pro učitele a studenty učitelství. Edice pedagogické literatury. Brno: Paido.
[13] Information Literacy Competency Standards for Higher Education. (2000). ACRL: Association of College & Research Libraries. Chicago: American Library Association. Retrieved April 09, 2018, from https://alair.ala.org/bitstream/handle/11213/7668/ACRL%20Information%20Literacy%20Competency%20Standards%20for%20Higher%20Education.pdf?sequence=1&isAllowed=y
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[16] Kirkpatrick, D. (1996). Great Ideas Revisited: Revisiting Kirkpatrick's Four-Level Model. Training & Development, 50(1), 54-59. Retrieved April 09, 2018, from https://sherri249.wikispaces.com/file/view/Training+%26+Development+Measurement.pdf
[17] Koneru, I. (2010). ADDIE: Designing Web-enabled Information Literacy Instructional Modules. DESIDOC Journal of Library and Information Technology, 30(3), 23-34. Retrieved April 09, 2018, from http://publications.drdo.gov.in/ojs/index.php/djlit/article/view/388/224 | DOI 10.14429/djlit.30.388
[18] Kovářová, P., & Šimková, G. (2014). Evidence-Based Learning Approach in Evaluation of Information Literacy Education. In Information Literacy. Lifelong Learning and Digital Citizenship in the 21st Century, Communications in Computer and Information Science (pp. 560-569). Cham: Springer International Publishing. Retrieved April 09, 2018, from http://link.springer.com/10.1007/978-3-319-14136-7_59
[19] KPI: Kurz práce s informacemi. (2016). Retrieved April 09, 2018, from http://kpi.knihovna.cz/
[20] Landová, H., Prajsová, J., & Tichá, L. (2016). Information Literate or Not?: A Nationwide Survey Among University Students in the Czech Republic. In Information Literacy: Key to an Inclusive Society, Communications in Computer and Information Science (pp. 317-326). Cham: Springer International Publishing. Retrieved April 09, 2018, from http://link.springer.com/10.1007/978-3-319-52162-6_31 | DOI 10.1007/978-3-319-52162-6_31
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[22] Pinto, M. (2015). Viewing and exploring the subject area of information literacy assessment in higher education (2000–2011). Scientometrics, 102(1), 227-245. Retrieved April 09, 2018, from http://link.springer.com/10.1007/s11192-014-1440-2 | DOI 10.1007/s11192-014-1440-2
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[25] Stevenson, P. (2012). Evaluating educational interventions for information literacy. Health Information & Libraries Journal, 29(1), 81-86. Retrieved April 09, 2018, from http://doi.wiley.com/10.1111/j.1471-1842.2011.00976.x | DOI 10.1111/j.1471-1842.2011.00976.x
[26] Výroční zpráva o činnosti Masarykovy univerzity za rok 2016. (2017). In Masarykova univerzita. Brno: Munipress. Retrieved April 09, 2018, from https://www.muni.cz/media/2781360/mu_vz2016.pdf