Self-Learning of Information Literacy Competencies in Higher Education: The Perspective of Social Sciences Students

Autor/inn/en	Pinto, Maria; Fernández-Pascual, Rosaura; Marco, Francisco Javier García
Titel	Self-Learning of Information Literacy Competencies in Higher Education: The Perspective of Social Sciences Students
Quelle	In: College & Research Libraries, 80 (2019) 2, S.215-237 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0870
Schlagwörter	Foreign Countries; Information Literacy; Social Sciences; Undergraduate Students; Student Attitudes; Cognitive Style; Intellectual Disciplines; Personal Autonomy; Direct Instruction; Teaching Methods; Value Judgment; Information Seeking; Search Strategies; Evaluation; Information Processing; Information Dissemination; Gender Differences; Spain + Suchen Sie Ihr Suchwort? Ausland; Informationskompetenz; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Schülerverhalten; Cognitive styles; Kognitiver Stil; Geisteswissenschaften; Individuelle Autonomie; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Werturteil; Informationserschließung; Suchstrategie; Evaluierung; Informationsverarbeitung; Informationsverbreitung; Geschlechterkonflikt; Spanien
Abstract	Preference for autonomous versus directed learning for the acquisition of information competencies (ICs) was analyzed among undergraduate social science students according to gender, degree program, belief in importance, and self-efficacy. Data were gathered using the IL-HUMASS (Information Literacy Humanities Social Sciences) online survey from students at five public Spanish universities enrolled in audiovisual communication, education, information science, pedagogy, journalism, psychology, social work, and tourism undergraduate programs during the 2013-2014 academic year. Mann-Whitney U, Kruskal-Wallis, and chi-square tests, as well as discriminant analysis, were performed. The results revealed a higher preference for the directed learning style in the four IL competency categories: searching, evaluation, processing, and communication-dissemination. Audiovisual communication, education, and journalism students showed a predilection for autonomous learning, whereas information science and psychology students preferred directed learning. Higher scores in belief in importance correlated with a greater preference for autonomous learning. In contrast, higher levels of self-efficacy were associated with a greater preference for directed learning. (As Provided).
Anmerkungen	Association of College and Research Libraries. 50 East Huron Street, Chicago, IL 60611. e-mail: acrl@ala.org; Web site: http://crl.acrl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01