Human Information Interaction
تعامل انسان و اطلاعات
Human Information Interaction
Literature & Humanities
http://hii.khu.ac.ir
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2020
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سواد اطلاعاتی رشتهمبنای (تخصّصی) دانشجویان دانشگاههای ایران در سال تحصیلی 1396-1397
Disciplinary-based (Professional) Information Literacy of Iranian Students in the Academic Year of 2017-2018
تخصصي
Special
پژوهشي
Research
<strong><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;">هدف:</span></span></span></span></strong><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;"> سواد اطلاعاتی رشته</span></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-size:10.0pt;"></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;">مبنا اساس آموزش سواد اطلاعاتی به فراگیران برای کسب مهارت در اطلاع</span></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-size:10.0pt;"></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;">یابی در رشته تحصیلی خود است. هدف این پژوهش پیمایشی-کاربردی تشخیص میزان و سطح سواد اطلاعاتی رشته</span></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-size:10.0pt;"></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;">مبنای دانشجویان در سال تحصیلی 96-97 بود</span></span></span></span><span dir="LTR" style="font-style:normal;"><span style="color:black;"><span style="font-size:10.0pt;">. </span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;"></span></span></span></span><br>
<strong><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;">روش:</span></span></span></span></strong><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;"> برای گردآوری داده</span></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-size:10.0pt;"></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;">ها پرسشنامۀ محقق</span></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-size:10.0pt;"></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;">ساختۀ روا و پایایی در باب سواد اطلاعاتی رشته</span></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-size:10.0pt;"></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;">مبنا در اختیار نمونه</span></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-size:10.0pt;"></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;">ای متشکل از 1875 دانشجو در انواع گروه</span></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-size:10.0pt;"></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;">ها و رشته</span></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-size:10.0pt;"></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;">های آموزشی و مقاطع تحصیلی و انواع دانشگاه</span></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-size:10.0pt;"></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;">های کشور قرار گرفت</span></span></span></span><span dir="LTR" style="font-style:normal;"><span style="color:black;"><span style="font-size:10.0pt;">. </span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;"></span></span></span></span><br>
<strong><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;">یافته</span></span></span></span></strong><strong><span style="font-style:normal;"><span style="color:black;"><span style="font-size:10.0pt;"></span></span></span></strong><strong><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;">ها:</span></span></span></span></strong><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;"> طبق یافته</span></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-size:10.0pt;"></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;">ها، بیشتر دانشجویان (39/6درصد) سطح سواد اطلاعاتی رشته</span></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-size:10.0pt;"></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;">مبنای نسبتاً پایینی دارند و میانگین نمرات آنان در حد متوسط (8/34) است. تفاوت نمرات دانشجویان از نظر گروه تحصیلی به نفع علوم پایه (با نمره 9/53)، از نظر مقطع تحصیلی به نفع دانشجویان تحصیلات تکمیلی (با نمره 11/26) و از نظر نوع دانشگاه محل تحصیل به ضرر دانشگاه</span></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-size:10.0pt;"></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;">های غیرانتفاعی (با نمره 7/17) معنادار بود</span></span></span></span><span dir="LTR" style="font-style:normal;"><span style="color:black;"><span style="font-size:10.0pt;">. </span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;"></span></span></span></span><br>
<strong><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;">نتیجه</span></span></span></span></strong><strong><span style="font-style:normal;"><span style="color:black;"><span style="font-size:10.0pt;"></span></span></span></strong><strong><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;">گیری:</span></span></span></span></strong><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;"> تدوین برنامه</span></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-size:10.0pt;"></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;">های درسی تلفیق شده با مهارت</span></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-size:10.0pt;"></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;">های سواد اطلاعاتی رشته</span></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-size:10.0pt;"></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;">مبنا و جهت</span></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-size:10.0pt;"></span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;">گیری به سمت دانشگاه باسواد اطلاعاتی عامل توفیق در نظام آموزش عالی کشور در تربیت دانشجویان باسواد اطلاعاتی تخصصی است</span></span></span></span><span dir="LTR" style="font-style:normal;"><span style="color:black;"><span style="font-size:10.0pt;">.</span></span></span><span style="font-style:normal;"><span style="color:black;"><span style="font-family:B Mitra;"><span style="font-size:10.0pt;"></span></span></span></span>
<strong>Background and Aim</strong><strong>:</strong> Information literacy is a foundation for all information-related professional skills for preparing them for better performing their careers. This applied survey aimed at determining the rate and level of DIL skills among Iranian students in the academic year 2017-2018.<br>
<strong>Method:</strong> A 20 item researcher-made valid and reliable questionnaire on DIL was prepared by conducting a comprehensive literature review. Questionnaires were completed by 1875 male/female students as a purposeful sample, majoring in different disciplines, academic levels at different Iranian Universities in the academic year of 2017-2018. Data was analyzed by descriptive and inferential statistics.<br>
<strong>Findings:</strong> Findings showed that several students (39.6%) had a relatively low DIL level and the mean rate of their DIL skills was a moderate (8.34 %). Differences were significant in regard to discipline, academic levels and Universities. Further, there was no significant difference between male and female students in their DIL levels. However, there was a significant difference in DIL scores among students majoring basic sciences. Considering the educational levels, Doctorate candidates had significantly higher DIL scores than undergraduate and graduate students. Students in private Universities had significantly lower DIL scores than students in State Universities.<br>
<strong>Conclusion:</strong> Disciplinary-based information literacy has not been very efficacious in Iranian Universities. Designing an IL-synthesized curriculum and turning toward the information literate University in training professionally information-literate students is the drive for achieving a successful higher education system in Iran.<br>
<strong>Originality/Value:</strong> This study has equally theoretical and practical implications. Practically, depicts the general state of Iranian students' DIL levels, it can apprise Iran's higher educational system of the inevitability of drill skills as such in academic curriculum in all educational levels and scientific disciplines. As DIL is initially introduced in this study, it can be inspiring the theoretical approach of information literacy and its literature by adding a newly-emerged notion of "disciplinary-based information literacy."
سواد اطلاعاتی رشتهمبنا, سواد اطلاعاتی تخصصی, دانشجویان, ایران
Disciplinary-based Information Literacy, Professional Information Literacy, University Students, Iran.
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http://hii.khu.ac.ir/browse.php?a_code=A-10-775-1&slc_lang=fa&sid=1
Heidar
Mokhtari
حیدر
مختاری
mokhtariazad@gmail.com
10031947532846003196
10031947532846003196
Yes
دانشگاه پیام نور تهران
Hamid
Ghazizade
حمید
قاضی زاده
ghazi.hamid@gmail.com
10031947532846003197
10031947532846003197
No
دانشگاه پیام نور تهران
Said
Ghaffari
سعید
غفاری
ghaffari130@yahoo.com
10031947532846003198
10031947532846003198
No
دانشگاه پیام نور تهران