期刊
JOURNAL OF INFORMATION SCIENCE
卷 31, 期 6, 页码 541-555出版社
SAGE PUBLICATIONS LTD
DOI: 10.1177/0165551505057018
关键词
information literacy; information technology; convergence; world wide web; research literacy; web literacy; web development; web environment; pedagogy
The authors propose a convergent model for information literacy (IL) based on complementary proficiencies in research and web literacy. Within this integrated framework, information technology (IT) is an essential dynamic in IL instruction. This model was designed, implemented and tested in an upper-level discipline-specific undergraduate information science (IS) course that requires students to develop research-oriented web pages. This study finds that student familiarity with IL and IT increased in this course. In addition, students who indicated a familiarity with certain web design terms also reported a familiarity with certain IL terms. A factor analysis of survey data indicates that a correlation may exist between research and web design in the development of comprehensive IL knowledge. This paper identifies three dimensions of IL and IT. web environment knowledge, web development knowledge, and research skills. This model is portable to other courses, programs, and organizations engaged in IL and IT instruction.
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