Uncovering information literacy’s disciplinary differences through students’ attitudes: An empirical study
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Título
Uncovering information literacy’s disciplinary differences through students’ attitudes: An empirical studyFecha de publicación
2015-09Editor
SageCita bibliográfica
PINTO, Maria; SALES, Dora. Uncovering information literacy’s disciplinary differences through students’ attitudes: An empirical study. Journal of Librarianship and Information Science,September 2015, vol. 47, no. 3 204-215Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
http://lis.sagepub.com/content/47/3/204Palabras clave / Materias
Resumen
This paper uses a self-assessment questionnaire (IL-HUMASS) with a wide sample of university students. The questionnaire puts forward a scale of attitudes that aim to measure ‘belief in importance’ and ‘skills self- ... [+]
This paper uses a self-assessment questionnaire (IL-HUMASS) with a wide sample of university students. The questionnaire puts forward a scale of attitudes that aim to measure ‘belief in importance’ and ‘skills self-assessment’ regarding diverse information competences. We use a group of 26 information sub-competences gathered in four categories (searching, evaluation, processing and communication-dissemination). The results show some considerable differences in these categories when statistically comparing 17 university degrees related to five branches of knowledge. It is proved that attitudes appreciably vary between branches, in reverse relation to the interdisciplinary differences we have found. An improvement regarding students’ informational attitudes will help reduce the interdisciplinary differences. The results of this study suggest the feasibility of shared training actions for some information competences in the branches of Sciences, Engineering & Architecture, and Health Sciences. The branches of Arts & Humanities and Social & Legal Sciences show considerable widespread attitudinal differences that advise against that shared training. [-]
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Journal of Librarianship and Information Science September 2015, vol. 47, no. 3Derechos de acceso
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