TY - JOUR TI - An evaluation of digital library education in library and information science curriculum in Nigerian universities AU - Okeji, Chukwuma Clement AU - Mayowa-Adebara, Okeoghene T2 - Digital Library Perspectives AB - Purpose The purpose of this study is to evaluate the library school’s curriculum in Nigeria with the aim of comparing it with international and national library and information science (LIS) guidelines regarding provision of “digital libraries” course.Design/methodology/approach This study covered 31 universities offering LIS approved by the National Universities Commission (NUC). The main instrument for data collection for the study was analysis of departmental documents containing the LIS curriculum. Second, some library and information science educators from universities that were yet to integrate the course digital libraries in their LIS curriculum were interviewed.Findings This study revealed that majority of the library schools offer the course “digital libraries” or related areas as core course in their curricula. However, only few library schools have computer laboratories for students to enhance digital library skills. Some LIS educators in the library schools identified challenges such as lack of qualified information and communication technology (ICT) staff to handle the course coupled with lack of computer laboratories equipped with modern computers with stable internet facilities in the LIS departments in Nigeria.Practical implications The findings from this study may inform curriculum revision and updating efforts to make it more relevant by incorporating a stand-alone course on “digital libraries” and provision of computer laboratories in the LIS departments to produce future ICT/digital librarians.Originality/value If university administrators, decision-making body in the departments and LIS educators understand the factors that are currently standing in the way of integrating a course on digital libraries, then those barriers can be removed or lowered. If the enabling factors are appreciated, then actions can be taken to stimulate the implementation of the Librarians’ Registration Council of Nigeria (LRCN)/NUC recommendations in all library schools in Nigerian universities. DA - 2020/01/01/ PY - 2020 DO - 10.1108/DLP-04-2020-0017 DP - Emerald Insight VL - 37 IS - 2 SP - 102 EP - 118 SN - 2059-5816 UR - https://doi.org/10.1108/DLP-04-2020-0017 Y2 - 2022/11/07/02:16:33 L1 - http://www.emerald.com/insight/content/doi/10.1108/DLP-04-2020-0017/full/pdf?title=an-evaluation-of-digital-library-education-in-library-and-information-science-curriculum-in-nigerian-universities ER - TY - JOUR TI - Problem‐based learning supported by digital archives: Case study of Taiwan Libraries' History Digital Library AU - Chen, Chih‐Ming AU - Chen, Chia‐Chi T2 - The Electronic Library AB - Purpose– This paper seeks to assess the differences between learning performance and the satisfaction of learners who use digital resources in the Taiwan Libraries' History Digital Library (organized digital resources) and the Google search engine (unorganized digital resources) in problem‐solving learning for the same subject via the problem‐based learning (PBL) mode. The paper aims to explore the advantages and characteristics of using digital archives to support PBL and to offer suggestions that are helpful when using digital archives to support e‐learning.Design/methodology/approach– The study adopted the quasi‐experimental design method to assign all participants into an experimental group and control group to evaluate differences in learning performance and the satisfaction of learners who use different digital resources during PBL processes. A statistical analysis scheme was employed to evaluate the learning performance of learners during PBL supported by different digital resources in terms of learning processes, PBL outcomes, and a questionnaire.Findings– The study obtained the following conclusions: learning performance and the satisfaction of learners in the experimental group during PBL processes supported by digital archival resources were superior to those of control‐group learners who were supported by search engine resources; compared with search engine resources, the digital archival resources provide benefits in the learning phase, such as “action” (i.e. doing), in the proposed PBL mode, which has three learning phases; and compared with resources accessed through the Google search engine, PBL supported by digital archival resources should enhance searching performance and thereby increase learner willingness to use digital archives during e‐learning.Practical implications– Using digital archives to support e‐learning is a new trend in the library sciences field; however, few studies have developed useful learning modes for effective e‐learning supported by digital archives. Evidential research related to e‐learning supported by digital archives is also lacking; most studies used digital archives as digital course materials, thus ignoring the principal property of digital archives – excellent resource organization.Originality/value– The paper shows that by integrating the PBL mode with digital archives one can identify the advantages of digital archives in supporting e‐learning, resulting in innovative and valuable research. DA - 2010/01/01/ PY - 2010 DO - 10.1108/02640471011005414 DP - Emerald Insight VL - 28 IS - 1 SP - 5 EP - 28 SN - 0264-0473 ST - Problem‐based learning supported by digital archives UR - https://doi.org/10.1108/02640471011005414 Y2 - 2022/11/07/02:16:37 L1 - http://www.emerald.com/insight/content/doi/10.1108/02640471011005414/full/pdf?title=problembased-learning-supported-by-digital-archives-case-study-of-taiwan-libraries039-history-digital-library ER - TY - JOUR TI - Digital library issues in Hungarian LIS curricula: Examples from three library schools AU - Koltay, Tibor AU - Boda, István T2 - Library Review AB - Purpose– The purpose of this paper is to get a detailed picture of digital library education in Hungary taken in comparison with international experiences.Design/methodology/approach– Digital library education (DLE) is examined through the example of three Hungarian schools of Library and Information Science (LIS). After defining the virtual library, the digital library (DL), the hybrid library and the electronic library, notions vital for DLE, the results of international surveys are compared to Hungarian curricula.Findings– The described curricula follow international patterns outlined in the literature. The content of education is up to date and is adjusted to the quickly developing world of digital libraries.Research limitations/implications– Experiences come form a higher education system that is in a stage of transition. Lessons learnt however can be useful for the development of curricula taking DL issues into consideration.Practical implications– Similar examinations of curricula, supplemented by national and European surveys could highly contribute to the success of DLE programmes.Originality/value– The paper provides additional data and viewpoints on DLE. DA - 2008/01/01/ PY - 2008 DO - 10.1108/00242530810886706 DP - Emerald Insight VL - 57 IS - 6 SP - 430 EP - 441 SN - 0024-2535 ST - Digital library issues in Hungarian LIS curricula UR - https://doi.org/10.1108/00242530810886706 Y2 - 2022/11/07/02:17:18 L1 - http://www.emerald.com/insight/content/doi/10.1108/00242530810886706/full/pdf?title=digital-library-issues-in-hungarian-lis-curricula-examples-from-three-library-schools ER - TY - JOUR TI - An investigation‐based learning model for using digital libraries to support mobile learning activities AU - Shih, Ju‐Ling AU - Hwang, Gwo‐Jen AU - Chu, Yu‐Chung AU - Chuang, Chien‐Wen T2 - The Electronic Library AB - Purpose– This study proposes a mobile learning model that employs digital libraries to support investigative learning activities. A student‐centered mobile learning activity with self‐guided exploration for physical ecology observation has been conducted to demonstrate the benefits of using digital libraries to support investigation‐based ecology learning activities.Design/methodology/approach– An investigation‐based mobile learning model is proposed and an experiment is designed to show the effectiveness of the learning model, in which the students are asked to answer a series of questions by observing the real‐world learning objects and searching for supplemental materials from a digital library.Findings– The instructional experiment conducted in an elementary school with 64 sixth grade students shows that the innovative approach is able to improve the learning achievement, learning effectiveness, as well as the learning attitudes of the students.Practical implications– The findings of this paper imply that the use of the investigative learning model will significantly promote the utilization rate of digital libraries.Originality/value– An investigative model for using digital libraries to support mobile learning is proposed in this paper. It provides good guidance to teachers for designing learning activities with digital libraries, and a good way for students to learn, utilizing the materials in digital libraries. DA - 2011/01/01/ PY - 2011 DO - 10.1108/02640471111156759 DP - Emerald Insight VL - 29 IS - 4 SP - 488 EP - 505 SN - 0264-0473 UR - https://doi.org/10.1108/02640471111156759 Y2 - 2022/11/07/02:17:26 L1 - http://www.emerald.com/insight/content/doi/10.1108/02640471111156759/full/pdf?title=an-investigationbased-learning-model-for-using-digital-libraries-to-support-mobile-learning-activities ER - TY - JOUR TI - Trends of library-associated mobile learning based on a review of academic studies published from 2007 to 2016 AU - Tu, Yun-Fang AU - Hwang, Gwo-Jen T2 - The Electronic Library AB - Purpose The purpose of this paper is to analyze the trends and potential research issues involved with library-supported mobile learning.Design/methodology/approach Publications in the Scopus database from 2007 to 2016 are analyzed on various aspects, such as the adopted research methods, technologies, participants, application domains and research issues.Findings In addition to the awareness of the increasing number of digital library-associated mobile learning in the past decade, there are several interesting findings in this paper, such as most research mainly focused on investigating the affective domain of participants and assessing the effects of mobile learning. Most of the library-supported mobile learning research was conducted at special libraries, followed by academic libraries.Practical implications Potential applications and research directions of library-supported mobile learning are suggested based on the findings of the present paper.Originality/value This paper provides insight in relation to library-associated mobile learning. The findings and suggestions can serve as a good reference for researchers and school teachers when conducting mobile learning studies and to develop quality learning activities with access to library facilities using mobile and wireless communication technologies. DA - 2018/01/01/ PY - 2018 DO - 10.1108/EL-06-2017-0138 DP - Emerald Insight VL - 36 IS - 5 SP - 875 EP - 891 SN - 0264-0473 UR - https://doi.org/10.1108/EL-06-2017-0138 Y2 - 2022/11/07/02:29:37 L1 - http://www.emerald.com/insight/content/doi/10.1108/EL-06-2017-0138/full/pdf?title=trends-of-library-associated-mobile-learning-based-on-a-review-of-academic-studies-published-from-2007-to-2016 ER - TY - JOUR TI - Adapting the Amazing Library Race: Using problem-based learning in library orientations AU - Angell, Katelyn AU - Boss, Katherine T2 - College & Undergraduate Libraries AB - This article describes a pilot adaptation of the Amazing Library Race (ALR), an academic library orientation designed to introduce new users to library resources and services. A total of 185 students participated in the pilot project. The ALR addresses two learning outcomes, which are to reduce library anxiety and provide general information about collections and services. A review of the literature used in the design of the race is included, as well as a description of the race development and an assessment rubric. The pilot orientation presents a replicable model for institutions interested in creating similar library orientation sessions. DA - 2016/01/02/ PY - 2016 DO - 10.1080/10691316.2014.935547 DP - Taylor and Francis+NEJM VL - 23 IS - 1 SP - 44 EP - 55 SN - 1069-1316 ST - Adapting the Amazing Library Race UR - https://doi.org/10.1080/10691316.2014.935547 Y2 - 2022/11/07/03:02:48 L1 - https://digitalcommons.liu.edu/cgi/viewcontent.cgi?article=1035&context=brooklyn_libfacpubs KW - information literacy KW - library anxiety KW - library orientations KW - Amazing Library Race; assessment KW - problem-based learning ER - TY - JOUR TI - Student Learning Outcomes Assessment in Higher Education and in Academic Libraries: A Review of the Literature AU - Goss, Harold T2 - The Journal of Academic Librarianship AB - Conducting effective assessment toward evaluating student learning outcomes (SLO) is a difficult and complex process for all higher education professionals. University-level conversations are increasingly centered on student learning outcomes as they pertain to issues such as students' skills competence, continuous improvement, retention, etc. In response to the increasing demand for units on campus (including academic libraries) to contribute to these conversations, an understanding of how to assess student learning outcomes becomes essential. This paper reviews recent academic literature pertaining to assessing student learning outcomes in higher education and academic libraries. The objective is to use both to create a starting point for academic librarians looking to embark on a SLO-based program of assessment at their academic libraries. DA - 2022/03// PY - 2022 DO - 10.1016/j.acalib.2021.102485 DP - DOI.org (Crossref) VL - 48 IS - 2 SP - 102485 J2 - The Journal of Academic Librarianship LA - en SN - 00991333 ST - Student Learning Outcomes Assessment in Higher Education and in Academic Libraries UR - https://linkinghub.elsevier.com/retrieve/pii/S0099133321001762 Y2 - 2022/11/07/05:34:15 L1 - https://pdf.sciencedirectassets.com/272069/1-s2.0-S0099133321X00079/1-s2.0-S0099133321001762/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjECwaCXVzLWVhc3QtMSJGMEQCIGf9dcuxbimP6%2F%2B5BeoEoxoRKMuA15XnIU%2FVdBSrb%2BdrAiBbFfbg6mibqX%2FeqUvU2sC5l4QeKQFsyPc5pBUg2b%2FzlyrMBAglEAUaDDA1OTAwMzU0Njg2NSIMkBO1RgRnN0Q3njc1KqkECMyU38SMyQrmI5GYaIMO0lJHuMvyu7oX9rrSim1YWs0LoOZKKiCUuJmHF1Hr1m%2FeeF%2BAQZ%2B8k2qnip%2Fj7u2bwj6iZKIxrqeJgc7OtfVrloCWQhfo%2FZ4KPc4Oupa9nnN%2BY7x9iSzZgjGXmIuRRU2R1LQNrtFQQiYjbnw78o3J8%2BeH90q34FmJhQhh2cgCl8snBSjQOEyTIMGx9hwoMkkub4madVNyZ%2FI0hGTOqw%2BbRydIFqWu3bVIBnbMvv6TxrKGGZnATMeyHuRUIFKsWZ6WszSr6ty1UnFIBh4Tj%2FVINMC6Sj0sgKhovRV1zjICTbCqqHZq9Zkt9pInQ%2B4A65wJp3aMoWeCf7Jxf%2Bf7emANSYPVdCVulc1xSl2drTKbvnBWLhe5O2O7%2Bw90VhvNkDXLRvna8%2Frbv5L66zzf36wsEHMs5tKLHazbIiu5XTlDOXfHzT2BEmxYKkplOHyLKO%2F%2BPvK47AuC9lYX5uwxQdLLKyYaznceGgG87IPv8TbX88%2F5cDMiIjWqGjrRVCvp7gPNmb2miCuHT1OAs2WLtNhj1GhS2C1hmzv5iLjHneZTKy2NWf05Ryq0hIkn0okdOPEMcKWK818gpX8%2FKBb8fNf4J5V5pGI0KH5nNkMgOVHLKxEA8CDhOgj%2FEnhaIWFXiZ5rzr7MpZS%2FE57%2BpVpq1a%2FlyuyMxBHIT4vRgeIP0JEex4iZhmOZcnlXSVknhzeqm7MbKvqaGANEkxW0sjC3%2FqGbBjqqAYD4s0lteA%2FesiVP0Cb7Zbp9GLOx1X50X%2FF8Ydtn1RqEOHeVl2yogeLqQzdCkpDIM1xknFnxvWGY6W9HKCLYo0r4NgtMqWVFcdgDJRSqGNe0PGXS6zqlUx6j4w4WIeyspvEgCvVZwGB864XXp4HUYENJGWMRscIlT34vpihOkLFADx0legGro6hxj7eflfXoOndYRvMz8%2Bi62GG68HBpAyO5UNdoj0w02g7W&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20221107T053401Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTYS3V4S6M3%2F20221107%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=ba6a14a64d87445ceed1d71bc1f03abe6c5259f667c419d8f2f605f427a59d7c&hash=200424e1f507dfc7adfb4f35dc03c00561cd42a84bcf2dedce9337deaabdd11b&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S0099133321001762&tid=spdf-8ad472e3-6055-4ed8-9c25-70660eb078c5&sid=870c12556a973949a429dae64251a0dccde3gxrqb&type=client&ua=51595157075458585002&rr=7663b2871b194f51 ER - TY - JOUR TI - Enhancing academic library services provision in the distance learning environment with mobile technologies AU - Acheampong, Ebenezer AU - Agyemang, Franklin Gyamfi T2 - The Journal of Academic Librarianship AB - This study aims to explore the potentials of using mobile technologies (m-techs) to enhance academic library services delivery in the distance learning environment in Ghana. The objectives are to assess the students’ awareness and appreciation for mobile technology-based library services; and to assess the librarians’ compe­ tencies in switching to delivering mobile technology-based services. Using a descriptive survey, a questionnaire was administered online to collect data from 382 students and 118 library staff within two public universities in Ghana. A total of 453 responses were used for the final analysis. A descriptive analysis method was used to analyze the data. The results indicated that the students were aware and had positive appreciation for the value of mobile technology-based library. They expressed great expectations about the availability of the library ser­ vices on m-tech platforms in Ghana. However, the findings of this study also revealed that academic libraries in Ghana were crawling behind in switching toward the delivery of the library services on m-tech platforms due to the shortage of technical and skilled staff with m-tech competencies in the selected libraries. The findings have practical implications in assisting the academic libraries in developing roadmaps for using mobile technologies to enhance academic library services to support distance education, not only in Ghana, but also in other countries. The findings also demonstrate the proliferation of the mobile device usage within the university environment and indicate how librarians should build their competencies in switching to deliver services on m-tech platforms. As a study of this nature has not been conducted in Ghana, this study fills the gap in m-tech research in the context of library services and distance learning. DA - 2021/01// PY - 2021 DO - 10.1016/j.acalib.2020.102279 DP - DOI.org (Crossref) VL - 47 IS - 1 SP - 102279 J2 - The Journal of Academic Librarianship LA - en SN - 00991333 UR - https://linkinghub.elsevier.com/retrieve/pii/S0099133320301701 Y2 - 2022/11/07/05:35:28 L1 - https://pdf.sciencedirectassets.com/272069/1-s2.0-S0099133320X00061/1-s2.0-S0099133320301701/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEC0aCXVzLWVhc3QtMSJHMEUCIGP6cGWb3wRzMjAb71YkNhNHt8MjY5h7sYCGd6VtQaKHAiEAxicK371npDPOA9zO1CfOBLeKtNRMdypYB3gJLTQ75kgqzAQIJhAFGgwwNTkwMDM1NDY4NjUiDPKDp6UxQMPX03xN8CqpBM0OLLCIxo8Ch%2F1Zo8MGvBqNdV3HRqvgQt0F4%2BemU5KT7iUFzk8Jevuk4LgQ4CQrOJ%2Fqh84AJ1R%2B37fblt8oXE9AV9ceteEHzNO6LoKEfXEjM%2Fxoxy4TAZ0Xmb4%2FltaVP7OaynkcCbNy%2BZ4KYNxTwvYfhlzsgtMNt1nhLGRj3uXEH3Izxlq8ISNLku58zZEO1h3yBOqrXOzFY2Ktll4kamEFWyYWAHf5umu03gbK6rm%2FuOPq4Qvh954mvjs0hRFj8I8W7POXtREo4%2Faiskk8Fx%2Fnl3aQVdkdgRA%2F59HdcKNlZXbPMo1KTSYjVF%2Fw%2FehoTyZUIXWX8JKRUXBQ%2BwikHla2U29p1%2FCRTuch5uii%2B3Y2ff5%2BmGx%2FYn68NXQiCp6C6G17fxOI0Tk1mkKy4mbA8kENB6C7R5g7RjESRifCRxTnQz4MiJqSOQZPsR%2BsUvxe87xwy2RGT%2FZXdvzoheOLJNVxwIrF8MKO0xIpGHHt%2BH%2F%2BumxARmmmDVicCWLakr7VErtZagkrCtF4VhQruvJBaUL%2Fz2QiM9ZsPjVq9Dkccfl7KEsQWEZHjsWhnUFrmX9SjvfvCnPPdoPewIbJBT4M%2BgRgzjkqFUJ801nm8vKflk5ttxMTGoTosH6DZQq8ywPzIRXij485JXfw9%2FmdlWtud1eJAJyfhOcYsbl14538100JmFeZLaKHqaEj%2Fi%2Bz%2BHZebNby74RK4RrbsSqAW6rYHXfcOPkwGrTiAlAwu5GimwY6qQGx%2BL2xw8R1%2Bo80Hy0CnahQ9FBXgL6KCB4Im1HFN6BfL2KVf9RPPTQursiDJ1uRPY3c%2Bd1cJI48GaAM2Rf%2B%2Ftw%2FcEUUO3SSfmjFOftZOSr7mrETi5fqtQBlyMTYobHtv%2BMw2fLYrlOx8hKXMQ5xgSmNY0jndCse8E8HDKwidS%2FSEHJMod0Kr0IgHhNAWetz3nEIw1hJyGQ0y%2B4db8RdE6yG7EkEfw2X4nqx&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20221107T053505Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTYRTDYCN6C%2F20221107%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=5ef7b2181025d1e9d425ccfc64f13f0d45fbf73ff548ecd6ec692a69332ea791&hash=5d00e77628cbcb3532e5fc2fb2acd21d7268108e986c0fe07bc2277890b2eab9&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S0099133320301701&tid=spdf-1f559f9f-693e-4ecb-a86f-20264b16b9e9&sid=870c12556a973949a429dae64251a0dccde3gxrqb&type=client&ua=51595157075251570004&rr=7663b418ad9a4f51 ER - TY - JOUR TI - Library curriculum outside the classroom: Connecting library services to student learning AU - Krier, Laura T2 - The Journal of Academic Librarianship DA - 2021/03// PY - 2021 DO - 10.1016/j.acalib.2020.102303 DP - DOI.org (Crossref) VL - 47 IS - 2 SP - 102303 J2 - The Journal of Academic Librarianship LA - en SN - 00991333 ST - Library curriculum outside the classroom UR - https://linkinghub.elsevier.com/retrieve/pii/S0099133320301944 Y2 - 2022/11/07/05:35:35 L1 - https://pdf.sciencedirectassets.com/272069/1-s2.0-S0099133320X00073/1-s2.0-S0099133320301944/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEC0aCXVzLWVhc3QtMSJHMEUCIHh2JNQOXfdFQK%2FQa9HGFH5EcFO6rNzQ%2BJavTplaNHSgAiEAzJbnmN4uiaOeDSvGYteWKqBJfEPcD3pyY3hviDimYE8qzAQIJhAFGgwwNTkwMDM1NDY4NjUiDI5u5Xq5QF3PN%2BaNxyqpBOIa7AcIKPypfQbfaXkJZU3DcH9knKXacSB2f%2BebzL1mCdakcTedM8BqTdqCYhdC8c3XEUgO%2BfsNFvRzTUDRReYTBnamN5tJqC%2BGSOxGSwr5UdaWw9qyEDp4IKzza1CNmIU3QvTyokqxDXQJ0rOX%2FOuNgr6yisS0UkPTYjUpCUAP0WiKA3Bi4D3Q6guba2wdfc1ZLstxfdBxesWrgYItSknVWmlhVCeAO2wcPjodwqinYPWLzuUSWEEAYp48%2FfUL%2Fu3rz%2F6E6VoRQRitQN60Zug0iOUkewjI%2FtejeHArmSedPA%2FQsfmQmXiaSbh7%2F9RKC82p1gcwN4HVT0P8FyVXLd7ysj3f2GXWYK1%2BWQOD277j7gQ%2BUBomsSCnp8hTf7OQpzm7iIZd80%2Bfd7r%2FpDedljx4w3QxSYO4fi0U7KSKMGdj2DoPVERQlLOoE6TnSbpmnrpA12HzXQPdy1JH3O9H%2BJYQCsf3Cms833EsO7KC3Z5ks4p3rrCtuDnv%2FI4Gie62FLny%2FukYyxAojaekJED8iP7QIG%2BRoLfKDUddhHS%2BZeHpWcrmgP4FTAffBJuyCcGQH7Ruydz%2FzhaG22%2FvHyiISzRwq2xB0Kq1%2F%2F60vf6BCx9p%2FuY6%2FX5umLSmCmY3GImbGYxO2k5A1UiRbCWufmH1pdJ8zjPY%2BrCCHJsdLZLOBaMrAOz05kiVSrPqXBz8VEwaJIIuC%2ByxuuQSPPT5C1mpjRKpbPqU58vuTM8whKGimwY6qQHCk6Te1hBYzGQpoIaibQ48BIY7%2BG4%2BqXf2jdu9aSwYNc6doUsW4L2WItTF2R5tmBpW9Fozmy2OCQyfgrT%2BEAIrOOF4itWeKHouPfMtkMI02HxH9tjdc7TN2ZRcZypcgqui0ogh%2BeysnKrX7OpXFPX5fVvYSb13CTA1SceIDQNePZ72aB%2BGzPBtkIGf98FFVkcMLFBZpcqDkZGWXo7gA3GqdgC4wFqS%2BX0X&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20221107T053518Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTY6OOV7OOI%2F20221107%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=3211c9ef214f6b990d1834654f689e8afb9fdcfc5f5e24bc84dc58a54be9b636&hash=12b55adb9a36f96847de5993f8a8540a409ba79d6b82803387f933f932267215&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S0099133320301944&tid=spdf-9be73288-c662-4c8e-814a-84029eb63393&sid=870c12556a973949a429dae64251a0dccde3gxrqb&type=client&ua=515951570752560e5304&rr=7663b46a2dd84f51 ER - TY - JOUR TI - Exploring the conditions of success in e-libraries in the higher education context through the lens of the social learning theory AU - Pinho, Cláudia AU - Franco, Mário AU - Mendes, Luis T2 - Information & Management AB - The main aim of this study is to identify and understand the conditions of success in the implementation, use and maintenance of electronic libraries (e-libraries) in the academic context of higher education, through the lens of the Social Learning Theory (SLT). To achieve this goal, a qualitative approach was adopted, through a case study of the e-library of a University in Portugal. The data were obtained from direct observation, interviews with various actors (staff of the library, computing and administration services of this institution) involved in the process of implementing and maintaining the e-library, and also the documentary analysis. The empirical evidence obtained reveals the most relevant factors for e-library success to be: (1) minimization of costs, (2) acceptance and use of e-libraries, and (3) staff training. This study shows the great importance of library staff training regarding use and exploitation of the e-library’s functions. Thorough knowledge of the e-library means improved use and search effectiveness. The minimization of costs associated with its implementation and maintenance is also a factor determining its success. Given the limited number of empirical studies exploring the topic, this study is particularly important and innovative in the context of Higher Education Institutions (HEI). On the basis of the empirical evidence obtained, a framework is proposed, grouping and reflecting the most important factors for the success of e-libraries in the HEI context. DA - 2020/06// PY - 2020 DO - 10.1016/j.im.2019.103208 DP - DOI.org (Crossref) VL - 57 IS - 4 SP - 103208 J2 - Information & Management LA - en SN - 03787206 UR - https://linkinghub.elsevier.com/retrieve/pii/S0378720618310231 Y2 - 2022/11/07/05:37:03 L1 - https://pdf.sciencedirectassets.com/271670/1-s2.0-S0378720620X00048/1-s2.0-S0378720618310231/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEC0aCXVzLWVhc3QtMSJHMEUCIQCq9UQ0kOfOTUujzIHNSsQyacUttZEamBGJCCHCsDmTiwIgNoJuo81vI8m3UP7bF1DseR1ITEFIIbuntVFIzBCGK2IqzAQIJhAFGgwwNTkwMDM1NDY4NjUiDKl0AUy%2Bbv7rUU9adSqpBCFOaZ8SJqtEZxVhMeZkA8JRKhqyL57i8JufWnKg0p3dFJ4Z%2FFd5tSr5m59OBK%2ByLsiF1YaMlv%2FY927Fu1ICCQM%2F2DM0NW2strD20F1Cn1DMp4CGXhFxxAJnKYuLlVnftwUeTvoFLW4B25rAc4FnzFef%2BIvELpLOugGx0Pq0I6ILwV84zreJUiWBlhbZNYK0XSREDwGkTD0dqJVa7B83JJvDlBZ2FFY6xoz4k9MEE%2Br7ZOZDISATaLJQ1BJjJpgoufwMZole1loQG7qyyzPPxw2Ht4xYI6o3dtpj7JJazwlvLvKM3gucuTYsLkg%2FC3ZXwjDBWo9WoTsTHKZDiAuM%2B2WqKJ02qWpNhTG1AzLgJIS%2BLjV0hPJabV81hHYk7gpYwCFsfYLaLiuIt%2BrfxqjaeUgkRVVPFHmVUx60eSrpxTSGfzMdWQjgiupOKw%2Bgm5rnVSxl5fN7QZHCwr%2F6F217Ya1udYFu4gdpGlsj4jSdI8miOwXoadS%2BPiHwUOf3Ve3d19%2BYJhzalCGAfwzKNuk179hOGBCSEx6Y1FpM0cdWR%2BZ2ag%2BEiTAIwPNjKDr5QfDnfk%2F6pykCPx42MGDlrxQuUFR0iB%2BBEhq7mttlD8DHsqg8pomtfVETy1iD%2Fxe9OZIR9skiWVp%2BEXZJjnBfVBDxqdSdVLwR%2F9wV5h%2BNoZs%2ByCvs7TDx%2Fas3FCk8Rd%2Fh4rBjN%2BfsCqkgs2NrZNx0Bfmb%2F58ip0F85PMkrrowvqOimwY6qQEHVMSqsR6FwMpvTkgirp6DjxwPSz55FF1JsuUAPPM9IanI2HLKq%2BecvJgTjyWNrVyf6ayer1U9BXN1TSKU82wARsOR2PpAvvgrE%2FG%2BVqZCJzQ8mmAYRoK4XjHJO8tYIA2RkJNnt0DgH0CSiZuJdpviksdEErkRRm8Eb%2FO4ZZhhMgjeRo3YuDSzT16s3eJqmZE1MD6hz%2FreSvPtcy3CAPsN76bBS6Cl2SUr&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20221107T053647Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTY4XYCLCSG%2F20221107%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=e599a026f9f8bfdd897e2df1a53e4a0dbde2890e8bcc34e1c678fe0d6d344149&hash=f03ae2e9deac863db0cb6f3867f09c9a94ac856fdf0dd82158d8fc0f6303342e&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S0378720618310231&tid=spdf-a713ae98-61b1-417a-b4ee-cb3241e1754e&sid=870c12556a973949a429dae64251a0dccde3gxrqb&type=client&ua=51595157075059560403&rr=7663b699ecfa4f51 ER - TY - JOUR TI - Library and learning experiences turned mobile: A comparative study between LIS and non-LIS students AU - Lau, Kathleen S.N. AU - Lo, Patrick AU - Chiu, Dickson K.W. AU - Ho, Kevin K.W. AU - Jiang, Tianji AU - Zhou, Qingshan AU - Percy, Paige AU - Allard, Bradley T2 - The Journal of Academic Librarianship AB - The rapid developments of wireless telecommunication networks and the widespread increase of smartphone ownership around the world have created tremendous impacts on the services provided by institutions of higher education worldwide on several dimensions. Unarguably, mobile technologies have created new and unforeseen opportunities for educators, information services providers and students to experience the new horizon of teaching, learning, as well as knowledge transfer and creation. Taking into consideration that since Library and Information Science (LIS) students are training to become future LIS professionals, they are expected to be ready as well as active in integrating mobile technology into their daily learning practices. DA - 2020/03// PY - 2020 DO - 10.1016/j.acalib.2019.102103 DP - DOI.org (Crossref) VL - 46 IS - 2 SP - 102103 J2 - The Journal of Academic Librarianship LA - en SN - 00991333 ST - Library and learning experiences turned mobile UR - https://linkinghub.elsevier.com/retrieve/pii/S0099133319303751 Y2 - 2022/11/07/05:37:07 L1 - https://pdf.sciencedirectassets.com/272069/1-s2.0-S0099133319X00087/1-s2.0-S0099133319303751/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEC0aCXVzLWVhc3QtMSJHMEUCIHh2JNQOXfdFQK%2FQa9HGFH5EcFO6rNzQ%2BJavTplaNHSgAiEAzJbnmN4uiaOeDSvGYteWKqBJfEPcD3pyY3hviDimYE8qzAQIJhAFGgwwNTkwMDM1NDY4NjUiDI5u5Xq5QF3PN%2BaNxyqpBOIa7AcIKPypfQbfaXkJZU3DcH9knKXacSB2f%2BebzL1mCdakcTedM8BqTdqCYhdC8c3XEUgO%2BfsNFvRzTUDRReYTBnamN5tJqC%2BGSOxGSwr5UdaWw9qyEDp4IKzza1CNmIU3QvTyokqxDXQJ0rOX%2FOuNgr6yisS0UkPTYjUpCUAP0WiKA3Bi4D3Q6guba2wdfc1ZLstxfdBxesWrgYItSknVWmlhVCeAO2wcPjodwqinYPWLzuUSWEEAYp48%2FfUL%2Fu3rz%2F6E6VoRQRitQN60Zug0iOUkewjI%2FtejeHArmSedPA%2FQsfmQmXiaSbh7%2F9RKC82p1gcwN4HVT0P8FyVXLd7ysj3f2GXWYK1%2BWQOD277j7gQ%2BUBomsSCnp8hTf7OQpzm7iIZd80%2Bfd7r%2FpDedljx4w3QxSYO4fi0U7KSKMGdj2DoPVERQlLOoE6TnSbpmnrpA12HzXQPdy1JH3O9H%2BJYQCsf3Cms833EsO7KC3Z5ks4p3rrCtuDnv%2FI4Gie62FLny%2FukYyxAojaekJED8iP7QIG%2BRoLfKDUddhHS%2BZeHpWcrmgP4FTAffBJuyCcGQH7Ruydz%2FzhaG22%2FvHyiISzRwq2xB0Kq1%2F%2F60vf6BCx9p%2FuY6%2FX5umLSmCmY3GImbGYxO2k5A1UiRbCWufmH1pdJ8zjPY%2BrCCHJsdLZLOBaMrAOz05kiVSrPqXBz8VEwaJIIuC%2ByxuuQSPPT5C1mpjRKpbPqU58vuTM8whKGimwY6qQHCk6Te1hBYzGQpoIaibQ48BIY7%2BG4%2BqXf2jdu9aSwYNc6doUsW4L2WItTF2R5tmBpW9Fozmy2OCQyfgrT%2BEAIrOOF4itWeKHouPfMtkMI02HxH9tjdc7TN2ZRcZypcgqui0ogh%2BeysnKrX7OpXFPX5fVvYSb13CTA1SceIDQNePZ72aB%2BGzPBtkIGf98FFVkcMLFBZpcqDkZGWXo7gA3GqdgC4wFqS%2BX0X&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20221107T053641Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTY6OOV7OOI%2F20221107%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=21e8e26e42dce84daf6c715707a0576469504cbbf41c6eeb0ab0dac7b27f0042&hash=9c86dd95189c72d7527c51dfec98f994da4f58253e072da7954818638f42270f&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S0099133319303751&tid=spdf-5e569ccf-2280-4b3c-b54a-4fa50a194c5e&sid=870c12556a973949a429dae64251a0dccde3gxrqb&type=client&ua=515951570750560a5658&rr=7663b66e78634f51 ER - TY - JOUR TI - Fully digital problem-based learning for undergraduate medical students during the COVID-19 period: Practical considerations AU - Chao, Chia-Ter AU - Tsai, Chiao-Lin AU - Lin, Mong-Wei AU - Yang, Chih-Wei AU - Ho, Chao-Chi AU - Chen, Huey-Ling AU - Hsu, Chiun AU - Sheu, Bor-Ching T2 - Journal of the Formosan Medical Association DA - 2022/10// PY - 2022 DO - 10.1016/j.jfma.2021.11.011 DP - DOI.org (Crossref) VL - 121 IS - 10 SP - 2130 EP - 2134 J2 - Journal of the Formosan Medical Association LA - en SN - 09296646 ST - Fully digital problem-based learning for undergraduate medical students during the COVID-19 period UR - https://linkinghub.elsevier.com/retrieve/pii/S0929664621005313 Y2 - 2022/11/08/02:01:31 L1 - https://pdf.sciencedirectassets.com/276220/1-s2.0-S0929664622X00119/1-s2.0-S0929664621005313/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEEEaCXVzLWVhc3QtMSJHMEUCIQDO98RlerxzmZOAkNTSAl4PZiQS%2FvFxwvxdY%2BcNAxpdTAIgAUHttLUdWcR6pBsuZvB3CqGLznYvmDI6yIC0YVsSQGkqzAQIOhAFGgwwNTkwMDM1NDY4NjUiDKVosNkTWjC1qlTEVSqpBE5eyTnolmgMLBv6Vp9hTkcLhmOX47Tw0Yb%2FNckVg9h1Kkhdc8gUYXknBmliGyVbEBHZixmeVHgGiF5d2jHzCZAGunYlH2cCA%2Fyc67MY7JoAuxNKQdh3BgITh9%2FFSemSmzB4gkGxxPUSC4hl4bs%2FjtogbFZrV6TpWJdPw5teYo%2BjcMnHdj45o6UC1dGkrUxyY67%2BPMFzASSU2Wkqbj45%2BhBAQeWGxfNoHRApp6kuPrStimAPmhCqVCpggpSzNMXoZyKG23C3%2B7Pwn3vYfCa04hWZHxPQRqLMIWnhWFpwZu6ITuiwRJAYTRtMBYyNqyh0pbfTwDO%2Ba%2BKmBH9aYyKmbWOqa%2B3T0AfAa1Z%2FHGpurttH5es9B8JLBEnASt3nJ2xIpuEqDRQTQ8G7rmNHzBQVosoNxCDA6st5fOHY3zJuH18JdufawexqGJjwp3nJf3bU2s09hrhflmVwGMbq1ru%2FfiU3QhXREfAEOEtmP23ZlMMyUaiwqqltL8GRX2b9ubAjlGiSMx5dta%2Fv%2FgWFDkQz2kpwyNYpuvmbhmaa91chmZNvnWK0MJ31qQMAa8sDo5NwY6Eph%2Fxn8rDg%2FW38N2pzrPt%2BQ3RTUOlsLVWht1f51AilR6fo%2BDM7%2BAHaKevehBOnJXyr%2FfOw9CKcGiQ3EW2aWUCmUX%2F%2FapwAbUp5JInhus9BfY846eb%2Fv4Q3Tpgrji8gjVknvFb8hnUjCLLsiYuf8d%2Fvmjaw4%2FYUwrUw89KmmwY6qQF6XfSfpjrYj23%2BZNWiCgTPK6ZQ0tulaPYllf2ctdyPIT8CDvFKasjCWT4WH0tFi6HSQKzIK%2B6hp10ImhvSwXFOfZWKjgunJCAwLqc7283Im1FVfbylEqU8Kfn%2BS3rJpYz4w%2Fh%2FiTi8Q0%2FowqBFLx0YxVszhd%2BJKfCDQWa5NH%2BKBIHW3x757m8eBWaC2PceCVsSfIv5a4xLSnSPBRVOjJf80pSL%2FZ3zDuyc&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20221108T020017Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTYRLCF4NHS%2F20221108%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=84b2cd98878dcc6711350c12b7e86407f7555d7fdd3dd09e636529eb845ed377&hash=a645ab287389cc9ee8b2b09ab631b006ca43fe6bba40dbee0745dfa0c4fe7210&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S0929664621005313&tid=spdf-865acb9b-627e-4fb3-b4b8-60c0f9390929&sid=29bfb6b63860104ffc8abeb05025e9ce786dgxrqb&type=client&ua=515951050750045a0202&rr=766ab6d5cb184f57 ER - TY - JOUR TI - Enhancing student creativity through an interdisciplinary, project-oriented problem-based learning undergraduate curriculum AU - Chang, Te-Sheng AU - Wang, Hung-Che AU - Haynes, Alexander MacDonald AU - Song, Mei-Mei AU - Lai, Shih-Yao AU - Hsieh, Shang-Hsien T2 - Thinking Skills and Creativity AB - To develop the creativity needed to confront the multi-faceted challenges of 21st Century sus­ tainable development goals (SDGs), university students urgently need a curriculum framed around their solving real-world problems, such as what a Project-Oriented, Problem-Based Learning (POPBL) curriculum offers. Moreover, to build a functionally sustainable future, stu­ dents should develop creativity through an interdisciplinary lens. This study used a quasiexperimental design to explore the impact of an interdisciplinary POPBL course with a partici­ patory design pedagogy on university students’ engineering creativity. Four professors from future studies, architecture, engineering, and education disciplines designed and implemented the experimental curriculum. The curriculum incorporated three key concepts around creative design thinking: participatory design, future thinking, and visual communication. The experimental group consisted of 19 undergraduate students in the Engineering Design for Society course. The control group of 23 Civil Engineering undergraduates participated in the Civil Engineering Design course. The findings are: (1) The experimental group received significantly higher creativity scores on fluency, flexibility, originality, and usefulness. (2) The control group’s scores regressed on the post-test. (3) The experimental group’s higher scores indicated that interdisciplinary POPBL instruction combined with participatory design pedagogy can promote interdisciplinary creativity. The researchers propose the term empathetic-future thinking to describe the participa­ tory design pedagogy centred on community-based feedback and interdisciplinary communica­ tion and teamwork. By developing a sense of empathy for cross-domain cognition and the endusers of the design, students enhanced the originality and usefulness of their design. Educators should incorporate empathetic-future thinking to develop students’ engineering creativity for achieving 21st Century SDGs. DA - 2022/12// PY - 2022 DO - 10.1016/j.tsc.2022.101173 DP - DOI.org (Crossref) VL - 46 SP - 101173 J2 - Thinking Skills and Creativity LA - en SN - 18711871 UR - https://linkinghub.elsevier.com/retrieve/pii/S1871187122001766 Y2 - 2022/11/08/02:03:52 L1 - https://pdf.sciencedirectassets.com/273510/1-s2.0-S1871187122X00047/1-s2.0-S1871187122001766/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEEEaCXVzLWVhc3QtMSJGMEQCIExSRoxvlQC0myRojuaIMyJWZJQ4qLyQGY9uStI3NvovAiBG%2FoYbasjDZYrp8sV%2BirbZMQwsuZPbIdp%2FSyIF5sbV7CrMBAg6EAUaDDA1OTAwMzU0Njg2NSIM1r8C%2BD5vSVbTy267KqkEdIwmOySL8I2Hbto9TKhbOBfRJb13q8tE2geSJ6VjIEoRR1xyo7kUVkANxD483hg0JT%2BNjG4BGoJJp5lHneRiEeO4LTFrN8i4Qv%2BoClYNcKUtepWpjecGrdCzt0N9sJzcJEY%2F9M%2FYTnyK3Z5VlwwVaPACodhgRHUSwy7rdSDB7z0SX9bhidpNGMMjdtlgwCqYFNIe1JDA5YDb14W3IV865eQvV57hxFXqF3YfvskoZxzPlymc%2BPy%2BQhXCAfsySPqXllHcbemEfoBjlDfVe6lmNwBkDhh8AHh6BKeSLSR0euYkweAErCjjRiwWkuC5bsrSUYZuDTNO9vOCTCH%2FPaUSyaXz8FtjXyBm%2F0Ib%2FSdggie4JkR6lwceDuHumS%2BbRVWxk3qyC2wi9L0JuvmSo5mf3%2FU7GrPSwrALmEfjHc6Esg%2FsSXCti1DnAwSiuEDzoaApe6dLQHwyy3JcTH6%2FsdP7DPuOYpQdoBjAvYzhqf182JYDMkXgfrSEOv%2F2YCwNCLSmhtKgxiFcotl2fgQTaY8Dwaxw7cgbwduY35ydFaXrHnyIqlhPbI72sgiwue80RTanOvRpTKs0ZevyQAPrBLhpK9flKb3WRdGsf9oG5Nw0TEsRUHCBibmJisAOhVHFZTj3WPUKEn9lv82pyGqvmav6Ae1US9e4lRQBdt4Nj2QfpwjMGJMwJrZm58ANv6AhR9nN9rk5bkv46ECVxxYAqPpRF1NcBvpek37UcTCwy6abBjqqAfcAFD9v%2BxNi%2FBOD%2Ff0PVkW0pufKfQDELUXuB%2BO%2BYFfyQ3gHa%2B7DpLcetZwH1N5ORIv62ev4heZm%2F%2FcvaGDQgwBbbhBYW%2B%2BwUIRaNaaTmezUNwjgC0n4uTW7AoYLSsUtPjj6PC1JIeam7%2BYoIFw1RXiefcpoGEwBh5YZPxJG0CBFVv660KScQ8AZPOwln6zUluhiG2nYqkvSgs0NEoX6d%2FIpPwSlxo%2BRLln7&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20221108T020257Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTY2BHUNMM2%2F20221108%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=7ef07618181d7af88279dec1b2206c53f1a6994f2685771972f63f37aad2bcbd&hash=7ef652f1b43d2884690c736992301426a04fc9287e8518f67293404c6f18f39a&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S1871187122001766&tid=spdf-ab7a4a66-76ad-44d2-b214-03b55c9101d5&sid=29bfb6b63860104ffc8abeb05025e9ce786dgxrqb&type=client&ua=51595105070702585105&rr=766abab70ec74f57 ER - TY - JOUR TI - The Effects of Problem-based Learning Method in Higher Education on Creative Thinking AU - Ersoy, Esen AU - Başer, Neş’e T2 - Procedia - Social and Behavioral Sciences AB - The underlying principle in problem-based learning (PBL), which is one of the student-centered teaching methods in education, is the development of students’ higher-order thinking skills. For this reason, in the PBL process, it is necessary to investigate creative thinking, one of the higher-order thinking skills. DA - 2014/02// PY - 2014 DO - 10.1016/j.sbspro.2014.01.790 DP - DOI.org (Crossref) VL - 116 SP - 3494 EP - 3498 J2 - Procedia - Social and Behavioral Sciences LA - en SN - 18770428 UR - https://linkinghub.elsevier.com/retrieve/pii/S1877042814008076 Y2 - 2022/11/08/02:07:20 L1 - https://pdf.sciencedirectassets.com/277811/1-s2.0-S1877042814X00108/1-s2.0-S1877042814008076/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEEIaCXVzLWVhc3QtMSJGMEQCIF15C6vey54ISt8NoIrQSfAiinNlAyqUa%2BWdzgZhrOzRAiAHtuCqbPPNMKQUKMm0k%2Ft1TzraZ6AlETqRKa2dEkbRECrMBAg6EAUaDDA1OTAwMzU0Njg2NSIMyEEWrKHzfF9h4EsuKqkEPY7Tb51IETHhEvG95WEbyEfp9yRQ8m89vH5lnKlHbgv%2FBczV0%2BwbrvcchUnA8dQS%2F%2FM6C5Pe969emV2eZbJV7nYdMFFFRsvxU7cTb0AJAPo25GtardMIVPMmoYAdYFNSz6P1p62iS1Dmg0sRafqyNiSZnp03%2FmzQMF4PT%2FtfThRmG9MzIuY22CatZqFbQO8v0Ba6g5W2NzSI98U1v4PDv2NY8VMxHYJcv3ZxmvBG4LL4Lj7qHpop06bzQ4AX9V%2FBUm4yzpzPIaNKjmTqbdJiOTjuQCbEbRYHkUXADHFlvnl6A4eIBEqJVgdakpY34xsFjJE3NMF0D67QjB5rHHtaCkj4XVk3KORAPxQ6fvmSIOr3dQ%2F53oG486S2nOwNjbQv6nYgSiDmiUYbQjhWoeJBAgjo7p11Mvq9oLOAHUmbzeHS4xiQBBizlgumdmGBegjraJnltLlZXb8SDqTyiSNJsVU5LIfZ85uAJ15t0ELVjF85%2BKyGyGy7LzUiHAY%2FjbpVYM0Vd2Ors7iMTkJ3yVhcVN%2FV8rSwKekbWRiMWQF3AHyZLwMUoaOKud93gjd5BFS6nnuo%2F0gc%2BmqoMNP3tE%2BlGA3Nz8arszsYBOO5t24w3uLiC7MYjqMSiqyyk1PNx4FGKhNIslzfHze0yipBIYdyxMlXfMhum0OlQbB9jdLohm2Q7b73AfQfROwjGYyPgNwHSnjoV1VblfeQFgk1HWi9vxh8Joez65SW1zDS2aabBjqqAYuOn0%2Fxwgzxwbxc9sJ5rjFOqKzZZSeGS%2Fa%2FeWBvylG1toSmm%2FFb0xenAt8uOtEBPwI98caYISJHOCX%2B1zbq3TmSVL7Gj%2F8D5z7RdRtnVhGytXT%2Bl%2Be6KeX760k3YrqrWOZq7rESo%2FeG0r9YObVQpRefnVmIAKtihjVHIDYocxnWy6V5R3IVAi0LSlghwj%2BThWJ5MCPxz7BmuSfFhSx86JyMehxHmXAx5ErT&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20221108T020702Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTY6CFINALR%2F20221108%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=c5ab5dfcd8292501cc17df5d0a3661e7d580959b1306fc8c1e06577fb0157db6&hash=3b4cc98e8b4977d896c9c0c72201fa98a9916e51b458c337757f47eb2075c11e&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S1877042814008076&tid=spdf-2fc9d825-152f-4796-88a6-4868427e618d&sid=29bfb6b63860104ffc8abeb05025e9ce786dgxrqb&type=client&ua=51595105065602570759&rr=766ac0b8f9ed4f57 ER - TY - JOUR TI - Use of a post-asynchronous online discussion assessment to enhance student critical thinking AU - Klisc, Chris AU - McGill, Tanya AU - Hobbs, Valerie T2 - Australasian Journal of Educational Technology AB - Asynchronous online discussion (AOD) is used in many tertiary education courses, and assessing it has been shown to enhance critical thinking outcomes. There has, however, been debate on what should be assessed and how the assessment should be implemented. The most common form of assessment involves grading the individual discussion contributions, but it has been suggested that employing a culminating task based on the AOD may be effective. This preliminary study compared the effect on student critical thinking of two approaches to AOD assessment: using a post-AOD assessment, and assessing the discussion contributions themselves. The results, though tentative, showed that while both assessment approaches resulted in significant improvements in student critical thinking, there was no difference in the impact on critical thinking skills between using the post-AOD assessment and assessing the discussion contributions. This result suggests that the form of assessment used in an AOD may be less important than the fact that assessment is included. Interviews with students also provided some insight into ways in which they perceived the discussion environment had contributed to their critical thinking skills. The findings of this study pave the way for further research in this important area. DA - 2017/10/31/ PY - 2017 DO - 10.14742/ajet.3030 DP - ajet.org.au VL - 33 IS - 5 LA - en SN - 1449-5554 UR - https://ajet.org.au/index.php/AJET/article/view/3030 Y2 - 2022/11/08/03:47:21 L1 - https://ajet.org.au/index.php/AJET/article/download/3030/1438 KW - assessment KW - critical thinking KW - asynchronous online discussion KW - online instruction and learning KW - student perceptions. ER - TY - JOUR TI - Relationship between Creative Thinking and Experimental Design Thinking in Science Education: Independent or Related༟ AU - Yang, Xiantong AU - Zhang, Mengmeng AU - Zhao, Yuehan AU - Wang, Qiang AU - Hong, Jon-Chao T2 - Thinking Skills and Creativity DA - 2022/11// PY - 2022 DO - 10.1016/j.tsc.2022.101183 DP - DOI.org (Crossref) SP - 101183 J2 - Thinking Skills and Creativity LA - en SN - 18711871 ST - Relationship between Creative Thinking and Experimental Design Thinking in Science Education UR - https://linkinghub.elsevier.com/retrieve/pii/S1871187122001869 Y2 - 2022/11/08/04:02:45 L1 - https://pdf.sciencedirectassets.com/273510/AIP/1-s2.0-S1871187122001869/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEEMaCXVzLWVhc3QtMSJGMEQCIBEFcY2KrtfHeKfinNNgVD7AAQwLk%2B5sziso9U4hq3rmAiAhIJlSidkN8kmurusn7F6i3BwejmGNsN5qhLJI9ImWhyrMBAg8EAUaDDA1OTAwMzU0Njg2NSIMtpQ12Q8bXpsK4%2BV3KqkE5EPGNUOrkrYUFo0YUeKFkcmI2%2BU0gNuW5LV%2FSLNbf02qWL7ehTZgOsaNH3ENZkzk2BJ344%2BLeoZU3GGePTVu%2BzveXL8xgE%2B0buU3gImdDoekehYPm7INqcgMua0MTP4IGSwQXlucG62V4h%2Blg7brOPOHYyBHywms3PqoKcvjTVIXrUnhn8xWuN3kDMH87pFxsGp9a4xCRzqlb5AxxLSyld5bxUV0UJ%2FuXn6htti%2FY8KwM5B1%2FdxwDHxDOshbgGGxqbpxY6ZdZD%2FGFFLE8Kl2%2FE0w7aWtB2JHmXIzDLmNBHL8byQQUCJzZ6ohF8%2Ff45frxh35nZmEffWRB5MAfuq%2Bw0Bp3lYgSn519%2BNfYm9lZbr2cnke1y7fyw1OBI2XHzAEBQMA60pmpRQN9VyaJvNpmHyvelt%2BDlCGCu6yUoj3tPnKr3BX9rfqwtHU47Hcb0cRIyPNkk79xNtVsfi3gEZsiLtm%2BN3hp46DIKoyKoyoSF%2B0yV1QvjHgoZWJRvNOzeDEQfRRcg6X3LRjxuLpcvmE5dzPoPZ40iFyJSeV1FMiqbdcCNzWrWpx54kbghxrlKQ0JPVO7u%2FFP5q5SMnWLpy0wKuRUaIRSyGZOWcPTLPKpbHDxQ96tv7w7EeWgfWHGBqfaXTYWkp98Dh3E3GPy7N22rdkuFniNNfIxLqcfsdDc39GepkaJdXC9EP7WPa8CDCdNdKoauUwokJRE7t4tgS0f7XjzyzWAip4kDChiqebBjqqAcadl02ULlrw7BTITh4pdyiCeZDZIXtOXFB7A2sMmh6G4RNy%2BoFQagXt0UygGn3ktVbz5oKBooiYiOGcuihTLTjaLXexa2jTgx2ny4uKcpgsP43EqWYKpa9Fqh9jW7OxIHBx0dz3TT8qQ%2B74eijdvHqp42EqiCzeS2uSRDTQa4eAO4VtXCE%2BWe4XRcbIDJ3edMLAQRJ9LLcF71%2BZe%2BldR9ZsT1g2Y8njBNIp&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20221108T035923Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTY354JONNA%2F20221108%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=ca6c1a9ea5dbaf00d64fe28bfaff82dd86d2b5b81c9e2eeb517344417ffce4eb&hash=93a0e16d9791a2f3388a2575e9239cb0eac82856f791852de5473221d6e6f0ba&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S1871187122001869&tid=spdf-03008169-eb70-4f5c-a78d-544678e14019&sid=29bfb6b63860104ffc8abeb05025e9ce786dgxrqb&type=client&ua=515951065353540e5658&rr=766b654a78ae4f51 ER - TY - JOUR TI - Critical, Reflective, Creative Thinking and Their Reflections on Academic Achievement AU - Akpur, Uğur T2 - Thinking Skills and Creativity AB - The present study was conducted with the aim of examining the structural relationship pattern among critical thinking, reflective thinking and creative thinking and their predictive power on academic achievement. To this end, a total of 227 students, 127 (56 %) male and 100 (44%) female, attending a state university preparatory classes in İstanbul, Turkey, formed the study group. “The Critical Thinking Scale”, “The Reflective Thinking Scale” and “The Marmara Creative Thinking Dispositions Scale” were administered to the study group as data collection tools. To measure the academic achievement, the participants’ overall average of grades, set by the institution, during the fall term of 2019-2020 academic year was taken as a basis. The collected data were analysed by applying SEM through AMOS 16 software program. The findings from the data revealed that critical thinking, reflective thinking and creative thinking correlated with each other in a positive and significant way and these variables all predicted academic achievement positively and significantly. DA - 2020/09// PY - 2020 DO - 10.1016/j.tsc.2020.100683 DP - DOI.org (Crossref) VL - 37 SP - 100683 J2 - Thinking Skills and Creativity LA - en SN - 18711871 UR - https://linkinghub.elsevier.com/retrieve/pii/S1871187120301577 Y2 - 2022/11/08/04:22:14 L1 - https://pdf.sciencedirectassets.com/273510/1-s2.0-S1871187120X00034/1-s2.0-S1871187120301577/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEEQaCXVzLWVhc3QtMSJGMEQCIALg%2B3rJjR021Dl%2B4mw6jauWfr6pGY2bGB0jkYiE%2BQtGAiA23eFG7aNRYjqzFCqJN7JWkuYZkUqFcTq7TvN61aaxeSrMBAg9EAUaDDA1OTAwMzU0Njg2NSIMp9dnR%2BLLLMKVBYQ%2BKqkEk1KF31TcN9AAwGqeuqQllG9vMUC3ZDWnodqh%2FpJ28d0AflUz3PliFLU%2FnYIytikGktHXvEotfHVCcOzhE26G9cQK3xNDasUROswvxZlhHFd%2B6ZaBWmg4t3XNQFS45FTJ%2F2ytfiXQQIF1ShhmYJ0QRMJJZAxU9IZjUz1ZkW8wPVSuj8BnAcb5HAsIsLXU2nrVc2VnHhEPS85Z86xMAyJXcaWpAN0lIGcx2IAoH9DQevs7c781sreRaSy4J7yeAYwiBdUtFd3AcNeg%2F6ZvXguYdOQZLjrpDJB4B%2FdjzdIH4s7MNfYIqhybUfibrvcVUUwKyFEPBdATzfu%2FHW%2Bq83kaclUgepYMieh7%2FbBgzXRh%2BxAjoT7Udi%2B2kmRNJgjWrW5gKDiDJT6iyWqWknq5zBpzfqM3MqEQrKRWs7mq0Ap%2BFKuJYNoHriU5JzJiOxjuxuZpc64STbHsupODQEuXFA4fFK9WV0%2BCRXtatcm%2F6a9Oyz3OHqGz5qC7zdsT51s8TPlffuz3ScWrqWvpb28TE7gAvAGgP9VPX05zwOSLFpffh03l3RvYDvHFZVkni%2FcQolEYUssDOxyynWLwsSpgdqwF7awhHy31mblBKlAWek67NruFnwcsKWwyR5R%2BnNZ9Vdasm5TEF39njkcbFIEHD2u%2BATtP2ceq7sb0IasJq2%2FeNktptMAMZwQNnfP3hxrfEoGpbwCX07%2Fl7HfUppzKuAdgY7BRNtwcGWstPDCupqebBjqqAcY%2BB7f0P8fsgHH1FlcSzMb%2FH8yFKdoez2N7EJNIYsiM8%2BvA8PGnVjZIXnANTpBe1J4lSn3xZfRDDyYoT4bClHtgPYJt1jXrWfPzCjHuwr%2BELuY7fEpoyau1%2Bw4uux7c6HQSxJA4cTG%2FcCJqyBlSJqQeEDTX%2F9FBfJdxkz6ryhYzxDR06kNeMXK8Hfma5PWLgBb7zRnRXG3Zm7NcUet%2FKsB9LC7luDBU%2BSP%2F&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20221108T041935Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTYQSCSHK2D%2F20221108%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=48a28bbd72cafaefe58cc2593566509919b2013a0dc90f58ef763353c8b50a27&hash=b3424b52319e7c96e1b5284c031f0bc09a5eecba6e8dfb3dc44215ff01fbff24&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S1871187120301577&tid=spdf-78be8b88-f940-44e6-9ba8-d9aab3d81e51&sid=29bfb6b63860104ffc8abeb05025e9ce786dgxrqb&type=client&ua=515951065d5404095603&rr=766b82df7c284f51 ER - TY - JOUR TI - The effect of decorative arts course on nursing students' creativity and critical thinking dispositions AU - Taşdelen Baş, Melike AU - Özpulat, Funda AU - Molu, Birsel AU - Dönmez, Hatice T2 - Nurse Education Today AB - Background: Nurses use their critical thinking skills and creativity to solve complex problems. Nursing students should access effective and appropriate educational materials to develop critical thinking skills and creativity. Objective: This study investigated the effect of the “decorative arts” course on nursing students’ creativity and critical thinking dispositions. Method: The study was conducted in the nursing departments of two universities between May 2021 and December 2021. The sample consisted of 141 nursing students. Data were collected using a sociodemographic characteristics questionnaire, the Critical Thinking Disposition Scale (CTDS), and the Marmara Creative Thinking Dispositions Scale (MCTDS). Results: Fourth-year students had a significantly higher mean CTDS score than third-year students (p = 0.009). Participants who took the “decorative arts” course for two semesters had a significantly higher mean CTDS score than those who took it for one semester at most (p < 0.05). Conclusion: The “decorative arts” course helped nursing students develop critical thinking skills and creativity. 1. Introduction Nurses face unexpected situations and care for patients with different backgrounds and health conditions (Weston and Stoyles, 2010). There­ fore, they should plan creative interventions and use their critical thinking skills to cope with problems (Gholami et al., 2016). Critical thinking is associated with closing the gap between theory and practice, mastering clinical judgments, and improving patient outcomes (Kim et al., 2018; Bittencourt and Crossetti, 2013). Critical thinking is an active, purposeful, and organized mental process through which one becomes conscious of ones’ own thought processes, considers others’ thought processes, and puts knowledge into practice to understand oneself and events. Critical thinking also includes affective components, such as intellectual skills, inquisitiveness, flexibility, self-confidence, and objectivity (Semerci, 2016). DA - 2022/12// PY - 2022 DO - 10.1016/j.nedt.2022.105584 DP - DOI.org (Crossref) VL - 119 SP - 105584 J2 - Nurse Education Today LA - en SN - 02606917 UR - https://linkinghub.elsevier.com/retrieve/pii/S0260691722003203 Y2 - 2022/11/08/04:26:36 L1 - https://pdf.sciencedirectassets.com/272471/1-s2.0-S0260691722X00117/1-s2.0-S0260691722003203/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEEQaCXVzLWVhc3QtMSJGMEQCIALg%2B3rJjR021Dl%2B4mw6jauWfr6pGY2bGB0jkYiE%2BQtGAiA23eFG7aNRYjqzFCqJN7JWkuYZkUqFcTq7TvN61aaxeSrMBAg9EAUaDDA1OTAwMzU0Njg2NSIMp9dnR%2BLLLMKVBYQ%2BKqkEk1KF31TcN9AAwGqeuqQllG9vMUC3ZDWnodqh%2FpJ28d0AflUz3PliFLU%2FnYIytikGktHXvEotfHVCcOzhE26G9cQK3xNDasUROswvxZlhHFd%2B6ZaBWmg4t3XNQFS45FTJ%2F2ytfiXQQIF1ShhmYJ0QRMJJZAxU9IZjUz1ZkW8wPVSuj8BnAcb5HAsIsLXU2nrVc2VnHhEPS85Z86xMAyJXcaWpAN0lIGcx2IAoH9DQevs7c781sreRaSy4J7yeAYwiBdUtFd3AcNeg%2F6ZvXguYdOQZLjrpDJB4B%2FdjzdIH4s7MNfYIqhybUfibrvcVUUwKyFEPBdATzfu%2FHW%2Bq83kaclUgepYMieh7%2FbBgzXRh%2BxAjoT7Udi%2B2kmRNJgjWrW5gKDiDJT6iyWqWknq5zBpzfqM3MqEQrKRWs7mq0Ap%2BFKuJYNoHriU5JzJiOxjuxuZpc64STbHsupODQEuXFA4fFK9WV0%2BCRXtatcm%2F6a9Oyz3OHqGz5qC7zdsT51s8TPlffuz3ScWrqWvpb28TE7gAvAGgP9VPX05zwOSLFpffh03l3RvYDvHFZVkni%2FcQolEYUssDOxyynWLwsSpgdqwF7awhHy31mblBKlAWek67NruFnwcsKWwyR5R%2BnNZ9Vdasm5TEF39njkcbFIEHD2u%2BATtP2ceq7sb0IasJq2%2FeNktptMAMZwQNnfP3hxrfEoGpbwCX07%2Fl7HfUppzKuAdgY7BRNtwcGWstPDCupqebBjqqAcY%2BB7f0P8fsgHH1FlcSzMb%2FH8yFKdoez2N7EJNIYsiM8%2BvA8PGnVjZIXnANTpBe1J4lSn3xZfRDDyYoT4bClHtgPYJt1jXrWfPzCjHuwr%2BELuY7fEpoyau1%2Bw4uux7c6HQSxJA4cTG%2FcCJqyBlSJqQeEDTX%2F9FBfJdxkz6ryhYzxDR06kNeMXK8Hfma5PWLgBb7zRnRXG3Zm7NcUet%2FKsB9LC7luDBU%2BSP%2F&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20221108T042543Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTYQSCSHK2D%2F20221108%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=cbec0fdf56cac93749b0a3f6df0e6ff5fd820171393ff8993d0442f44586684a&hash=fe3960154c9f7ff1a785b9773b98ff7fa8f94261497ebb18a6bf12583b7d6d4a&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S0260691722003203&tid=spdf-e85af1c9-77be-4c0b-a94d-17223ae3afbb&sid=29bfb6b63860104ffc8abeb05025e9ce786dgxrqb&type=client&ua=515951065d04040e0005&rr=766b8bdaae5a4f57 ER - TY - JOUR TI - Marmara yaratıcı düşünme eğilimleri ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması AU - Özgenel, Mustafa AU - Çeti̇n, Münevver T2 - Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi AB - Bu araştırmanın amacı, yaratıcı düşünme eğilimlerini belirlemeye yönelik geçerli ve güvenilir bir ölçek geliştirmektir. Araştırmanın çalışma grubunu İstanbul/Pendik İlçesinde görev yapan 410 öğretmen oluşturmuştur. 40 maddelik taslak ölçeğin Kaiser-Meyer-Olkin değeri 0.897 ve Barlett testi 5499.64 olarak hesaplanmıştır. Açımlayıcı faktör analizi sonucunda elde edilen 25 maddelik ve 6 faktörlü yapı, doğrulayıcı faktör analizi ile doğrulanmıştır. Faktörler, yenilik arama, cesaret, öz disiplin, merak, şüphe etme ve esneklik olarak adlandırılmıştır. Ölçek toplam varyansın %55.904’ünü açıklamaktadır. Ölçeğin tümü için Cronbach alfa iç tutarlılık katsayısı 0.87 olarak hesaplanmıştır. Madde-toplam ve madde-kalan korelasyon katsayılarının anlamlı; alt-üst %27’lik grup analizler sonucu maddelerin ve faktörlerin ayırt edici olduğu saptanmıştır. Faktörler arasındaki korelasyon katsayılarının anlamlı olduğu belirlenmiştir. Test-tekrar test uygulama sonucunda, ölçeğin tümü için korelasyon katsayısı anlamlı bulunmuştur (r=.88; p<.001). Marmara Yaratıcı Düşünme Eğilimleri Ölçeği (MYDEÖ) olarak adlandırılan ölçeğin, genel yaratıcı düşünme eğilimlerini ölçen geçerli ve güvenilir bir ölçek olduğu tespit edilmiştir. DA - 2017/06/01/ PY - 2017 DO - 10.15285/maruaebd.335087 DP - dergipark.org.tr VL - 46 IS - 46 SP - 113 EP - 132 LA - scheme="ISO639-1" SN - 1300-8889 ST - Marmara yaratıcı düşünme eğilimleri ölçeğinin geliştirilmesi UR - https://dergipark.org.tr/tr/pub/maruaebd/issue/30817/335087 Y2 - 2022/11/08/04:28:09 L1 - https://dergipark.org.tr/tr/download/article-file/341001 L2 - https://dergipark.org.tr/tr/pub/maruaebd/issue/30817/335087 ER - TY - JOUR TI - Identifying university students’ online academic help-seeking patterns and their role in Internet self-efficacy AU - Fan, Yang-Hsin AU - Lin, Tzung-Jin T2 - The Internet and Higher Education AB - The main purposes of this study were, first, to identify Taiwanese university students’ online academic helpseeking (OAHS) patterns and further to compare their Internet self-efficacy (ISE) among the identified pat­ terns. A total of 366 Taiwanese university students were invited to fill out two questionnaires to understand their OAHS and ISE, respectively. The results revealed that three OAHS patterns, adaptive, self-reliant, and sociallyaffiliated, were characterized based on the cluster analysis. The differences in the students’ various ISE di­ mensions among the three patterns were then compared. The adaptive students, who commonly adopted all types of OAHS behaviors, tended to be the most efficacious in the seven measured ISE dimensions. The self-reliant students, highlighting that they mainly sought help by searching for relevant information online, showed higher confidence in the ISE dimensions of “Usage,” “Application,” and “Learning” than did the socially-affiliated stu­ dents (i.e., those who tended to use formal and informal queries to seek academic help online). The sociallyaffiliated students only showed higher confidence in sharing online information than the self-reliant students. However, in the “Communication,” “Verifying,” and “Metacognition” ISE dimensions, there were no significant differences between the socially-affiliated and self-reliant students. DA - 2023/01// PY - 2023 DO - 10.1016/j.iheduc.2022.100893 DP - DOI.org (Crossref) VL - 56 SP - 100893 J2 - The Internet and Higher Education LA - en SN - 10967516 UR - https://linkinghub.elsevier.com/retrieve/pii/S1096751622000495 Y2 - 2022/11/08/05:49:15 L1 - https://pdf.sciencedirectassets.com/272103/1-s2.0-S1096751622X00043/1-s2.0-S1096751622000495/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEEYaCXVzLWVhc3QtMSJIMEYCIQDfW6lqkEKqmiPqkEcWGfhhsmaVDqln1pT1a9DKO7FdMQIhAOdz7t1%2FWrfDxszos97CwNiKuQZ9l3QCPR25HjzGE8C5KswECD4QBRoMMDU5MDAzNTQ2ODY1IgzdoYg3XfxOd1n01scqqQRseMfkTOxqsNjNUSi3S1nDgPkiUYKck7k95OAMpdfQgBw94GqK6OsM%2Bn%2F62aYbGQzqDtHS2XU7%2F0Fv21udVeCcrLyopjRROZbxQ7%2BMtuD724qV%2Fk3adk6Is5%2BZSWZUxBcp1m5a2%2BAaCRkJ3%2FMqYurfFGpX63NUYiHNnIJ8e9tCvLnrioPhKIC9tjhp%2B%2FTNZiDuVd%2Bv00zua9ecCLe%2BSItMN%2FPuDGVsCuyppWZHSc5Sw0Kgp1G81gFD0QXLpp7T1m6%2Bz3X%2Ba%2B%2F5%2FqfiXHshgoKjKJElt%2BKJxmesypMDfxtO4khwiCZM3%2B7DlNh%2BCYi3t%2Fp09x3qVCLW%2F%2FwJ8QhD%2FaHwcp2EF3wX48c96eNjaxKDoo3Y2cATEsK%2FjR70virmvfXTZUrIRBHyROKSnv1RYCOuSjYxKQTwe5f0nZmECPc72%2B4qsbepcTat1oVELRoAy8XT%2FVXtB0j6sIrI2wLyMfcsCuoch3ST1fMdYfsRDJVXVEkafrgO9ohjGorFIi6BTain5vOZa04KW60LN0WM%2F9eqsozDwO6%2B6ZIWCGmpw7%2F%2BotJFrJjPOcuunKWAdVNe2b%2FJtrwxkK69KAQ9fYS6G3YTSsY%2BPWAvwSG%2Bn%2BdPvfAZr3XEtpJ%2F%2F81UxjvJ%2BmrUl1WJpuiTkDKRZVWqvvy%2Beoyv62ELLg2fsOJc3avRGyktqfTInb3FP4v%2BynBRpBaOk8ZbT0g5lW7MyPs8jRfZhOBg6abnFjopaWXlMJTHp5sGOqgBys04hVG0rXY%2BENU48CNe3%2B7MEr5gU6LCEhGSVMDpM3nMlUKoODNxjhabTDyfOMcAkpo4nU80QfuBZ5OioL%2F5G%2FeLL%2FvHXii3ovjYBTibD5gPXviXJ8uVTqIyVqEbxq9okjTKjjx4Lz1u9JRzLneBze1bNkelw%2BP7umZ6RPumB7A4YkpFnoENjpcbu4rXCdJzmlH9hQLfV581IFoBadxbF95z9k1nS%2FMT&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20221108T054634Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTY4GS2VS7Y%2F20221108%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=989f95d33fadf802d67ec8ad759dbb3169fa9d90b46f999ebec2348e087ba603&hash=e460420a463dd011bf1337089f849dd14d46b40ea8af5ece365e1777c909e701&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S1096751622000495&tid=spdf-4ebe0f45-412e-4917-bdf5-63197252df1d&sid=29bfb6b63860104ffc8abeb05025e9ce786dgxrqb&type=client&ua=515951075554540c5505&rr=766c024c4e224f4c ER - TY - JOUR TI - An exploration of the relationship between Internet self-efficacy and sources of Internet self-efficacy among Taiwanese university students AU - Chuang, Shih-Chyueh AU - Lin, Feng-Ming AU - Tsai, Chin-Chung T2 - Computers in Human Behavior AB - The present study may be regarded as a pioneering study in an attempt to probe the relationship between learners’ Internet self-efficacy and their sources of Internet self-efficacy. Two questionnaires, namely Internet Self-efficacy Survey (ISS) and Sources of Internet Self-efficacy Survey (SISS) were developed. The surveys were responded by 252 voluntary undergraduate and graduate students. Through exploratory factor analysis, seven factors including usage, sharing, communication, verification, metacognition, application, and learning emerged in ISS; three factors consisting of pre-experience, influence of others, and psychological and affective states were revealed by SISS. Gender differences were further explored, indicating that while females expressed more Internet anxiety, males were more likely to be influenced by others in the Internet-based environment. Finally, through correlation and regression analysis, it was found that the factor of pre-experience could predict all the factors in ISS, while the factor of influence of others could only predict the factor of usage in ISS. It was hence inferred that users’ pre-experience played a significant role, whereas the influence of others seemed to play a minor part in the development of learners’ Internet self-efficacy. DA - 2015/07/01/ PY - 2015 DO - 10.1016/j.chb.2015.01.044 DP - ScienceDirect VL - 48 SP - 147 EP - 155 J2 - Computers in Human Behavior LA - en SN - 0747-5632 UR - https://www.sciencedirect.com/science/article/pii/S0747563215000588 Y2 - 2022/11/08/05:50:28 L1 - https://www.sciencedirect.com/science/article/pii/S0747563215000588/pdfft?md5=76c3dfd49c8c88786c43ffaeda383045&pid=1-s2.0-S0747563215000588-main.pdf&isDTMRedir=Y L2 - https://www.sciencedirect.com/science/article/pii/S0747563215000588 KW - Survey KW - Gender difference KW - Self-efficacy KW - Internet-based learning ER - TY - JOUR TI - University students' online academic help seeking: The role of self-regulation and information commitments AU - Cheng, Kun-Hung AU - Liang, Jyh-Chong AU - Tsai, Chin-Chung T2 - The Internet and Higher Education AB - Students' online academic help seeking (OAHS) can be facilitated by the aid of technology, but improvement in OAHS may also involve personal variables such as self-regulated learning (SRL), and ‘information commitments’ (ICs), which are evaluative standards and strategies of online information. Accordingly, three instruments – an OAHS, an SRL, and an ICs questionnaire – were adopted to explore the role of SRL and ICs in the OAHS of 328 university students in Taiwan. The results verify that the students' perceived SRL mediates the relationships between their perceptions of their ICs and OAHS to some degree. The enhancement of learners' SRL may encourage their use of sophisticated ICs when involved in OAHS. When the students made informal OAHS queries, however, they tended to use less sophisticated strategies, and the significance of their perceived SRL was not apparent. This study contributes to a better understanding of university students' online academic help seeking. © 2012 Elsevier Inc. All rights reserved. DA - 2013/01// PY - 2013 DO - 10.1016/j.iheduc.2012.02.002 DP - DOI.org (Crossref) VL - 16 SP - 70 EP - 77 J2 - The Internet and Higher Education LA - en SN - 10967516 ST - University students' online academic help seeking UR - https://linkinghub.elsevier.com/retrieve/pii/S1096751612000206 Y2 - 2022/11/08/06:03:41 L1 - https://pdf.sciencedirectassets.com/272103/1-s2.0-S1096751612X00058/1-s2.0-S1096751612000206/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEEYaCXVzLWVhc3QtMSJHMEUCIQDs%2B7Yv6gOAj2wCZ8tOmRvqJponjiJz%2B5MV43ENC2f3lAIgT0EAytav%2F9G2Jor8HxjXaFnq2XYZHfp8wd4qcjBBAfIqzAQIPhAFGgwwNTkwMDM1NDY4NjUiDDBpoXzccuqPR7ncsiqpBPJOgfT5Nv9%2F4QKifOSoP3aCZYFVTGhc1XE7DoEMZdKp0cBKjQtFnhjnrw4HEuRggaFSvYBGMbx%2FHYTxj9oiXTekJTTYC%2FgTGcd1c5%2BmXJ5TqnC3VdgFEiX4QypHXkJIGMCTyysJ%2BbIJvadvPsqSiYQEei%2FZjEWyG0ELGOwmon67M55Qm6AsINj97%2FmP6D9GsolChj9jfoO23xv1RwRvGOlwrCyI54I%2BW%2B3TBJdBA%2BodQUsHlxs7bZe0tQiEPZHyjemltpqssd%2Bj5EnrGgzDhvakwkNEUiP64kdurnuQFzx6PNViRUpdHulFT2%2BSmi82COP5cwv2K6EMW7JOfJGC1VFvu%2FCu1v5BYvAVMbOflxjZff3zzeSjy%2B%2F1yA9FFWSGLqCS3bH6Aie5yI%2BNQPbUqOarEXm9s%2Fhaq6yeuYMQAfrE8snSGiAPv5E1CpyRoS36LYKYigpEPQJ0ZWJcGMjb%2F8v2S4D%2BmKA7Uoi9SUNfQ%2BiRUrzJEly9DnVeNPogBobS3uGaygn4PRyoOSAEW0EZMCW35D5BGtFnHYvhXOeGllXyPsknICeUQOOR3kQqOTBM0ao%2FCefjjxQh43De6sse%2F90PhEEZam5fCWxbx0C1vGWgsDuhlsTl1xtye4FxvbUliosmaS0Op9TI7jfrhFKiPHw%2F0yn9JZ2aSWB72B1%2BzWen54ucXFLk%2B0I9RWZXMElbFB3umk9VozNl33MXezMl4ym1mdEi0WpOH98w%2BManmwY6qQEW%2B1TRORbvB75%2Fw8lrNUmgC%2Bc8y1JvTodCS8VZRavmyL%2BE5s9WbL7tBW%2FAssWin9vC4QYpT%2FGupKCAjsLepu7P9GkOVMFwfsAvz8kmzttnRkvvlPp%2F80lBOKYw0NnvAzPXudbTI6Ca7DgMThg7pY%2FQfx5bn4cAyHMzrvGejHECPYOSX7YQXHbJ8ss6Oj92Li0MVHahywZgRTRd7seNVSI1ccpN%2Fldu3%2Foy&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20221108T060032Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTYRTT3MMGW%2F20221108%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=e1a11d1a3cc6ad741d87a118fd532230af385ad6fa4dbe40c8c4591a34c67b7a&hash=fdad025b8abdfdb90d14cdf3d36993c37fcdec135a6e8838c25315dd67f35bfe&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S1096751612000206&tid=spdf-9a51875f-3157-4f4a-9c37-1dd9642d48b4&sid=29bfb6b63860104ffc8abeb05025e9ce786dgxrqb&type=client&ua=51595107545002095259&rr=766c16bf39604f5e ER - TY - JOUR TI - The impact of information-seeking self-efficacy and online learning self-efficacy on students' performance proficiency AU - Tang, Yingqi AU - Tseng, Hungwei AU - Tang, Xinyi T2 - The Journal of Academic Librarianship AB - This study surveyed 359 online undergraduate and graduate students regarding their information-seeking selfefficacy, online learning self-efficacy, and performance proficiency. A mediation model was conducted to examine the direct effect of students’ online learning self-efficacy on their performance proficiency and the mediation effect of information-seeking self-efficacy. Multivariate correlational analysis showed that all three variables significantly correlated. Of the three variables, online learning self-efficacy has the strongest correla­ tion to performance proficiency, while the variable with the least amount of correlation is between onlinelearning and information-seeking efficacies. Moreover, a significant regression equation showed that students’ average performance proficiency increased by 0.359 for each point of online learning self-efficacy and 0.323 for each point of information-seeking self-efficacy. Furthermore, mediation analysis revealed that informationseeking self-efficacy partially mediated the relationship between online learning self-efficacy and performance proficiency. In conclusion, information-seeking self-efficacy is a partial mediator and plays a buffering role between online learning self-efficacy and performance proficiency. DA - 2022/09// PY - 2022 DO - 10.1016/j.acalib.2022.102584 DP - DOI.org (Crossref) VL - 48 IS - 5 SP - 102584 J2 - The Journal of Academic Librarianship LA - en SN - 00991333 UR - https://linkinghub.elsevier.com/retrieve/pii/S0099133322001008 Y2 - 2022/11/08/06:45:39 L1 - https://pdf.sciencedirectassets.com/272069/1-s2.0-S0099133322X00049/1-s2.0-S0099133322001008/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEEYaCXVzLWVhc3QtMSJGMEQCIA94IWhk5ggcamOVCyPlmlHGM87jt0EHsi%2BQKNLs5qgMAiBXwG6HGEPATMTvclqwA8vo%2BPKavBzB9vIR4%2BWPHPboBCrMBAg%2FEAUaDDA1OTAwMzU0Njg2NSIMt847xfKZkS%2BHLYGnKqkEsYHL%2BY8hI5AZU4L7%2FIUif3iNaDx%2BlT0C1dLfO6kmdFFGb1t5pWV9l1n4FszWwvePMmX66WaxMSoaMSo9fEJtA7DhtZ41gRJ%2FxoE5bE6tK63MuCos9xpJHrDvLVoCxe3sZMdlBvYX0SJkvMXdnTvU7aGPI0GvNQBtLrslvq3%2F2YPg%2FX9wasiKmWgMpLGfyweP2eskr6wwccggk%2B2fkSLAtY726RPMaEswseSNTA8bx4xtRKrd1zmuP8J%2BzT7ZpZjWBsUEuBjZJeTB93dbqe5UrBimnRu0oJAMkt%2BqysR%2BWOUUvJGE2KWNefOQX0i1E%2B0GNktV7B6EW0tJ3NnxffbIft%2BcOec1WI9jditew4B9xLPd24cdx%2BnQkUuIPqyuwPXCgUN%2FjJXA7YP9y%2F33tBRWSwtoGVSlQra09emdZhl7P8Wnyk6kYb7si2VWphfRQjGE4FK4MM34bSuJgyZIkCHg40xOZMQ19oajejdHLwPKh2h78IT9SJU7UuiJXRk7gMQn%2FEmVnNUZt1SB%2BFxg4g7vK4KV4HxwXxHLka0LSXT8e%2F7%2FcMvK5vL%2FlGe4YMKf%2BqvzZTuZIqav1evFTcjM8vfk1aJgWhHycGVEoS7K3q0yPPriN70SPfawXsFy5QlxcW3727cUwg%2FWZBd7CNrS0VbXGiSUW87JALkK9E67NNJiNC1jKmRWWLpcHrqjIekdrEnaIuiun4hRPVw%2F59RSVHjqY1yup3uBvWwKETDc3aebBjqqAXh1bf5RUvHWFVRonnxT4ZULc7OYlhI%2F%2FNRsP4ZRFDvtwSULn8%2BBkNEDE%2FmqQBSHH4INNxw3WZK24WNY9ww61%2F6q24ZagU6Tmnk0zd7IE8JeW5bILEkEhnUyD6pEbH%2BLUr17tcEZ2eX%2B%2FUqumSEtLwYw3%2FnNQdzRjIA3U4ig4Bjstion4xwG07TPCBdOoSg4WiZAAOmhClQGUY8S%2BFIdK2i8qYGJGdlHxYyD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20221108T064352Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTYTCUUO7FP%2F20221108%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=a6a82980b635022786dea27a9fd7f07a0f6b4371f3e01f50416f20018eabd47f&hash=9a27973ceb9a61b3614e46d0bc19c6570d005406329a6fc09f8072a6609fff8c&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S0099133322001008&tid=spdf-6d3f0d59-a9b9-4f8e-8864-041733bfc496&sid=29bfb6b63860104ffc8abeb05025e9ce786dgxrqb&type=client&ua=515951075050530e0704&rr=766c563afd3c4f5e ER - TY - JOUR TI - Computer self-efficacy, computer anxiety, cognitive skills, and use of electronic library resources by social science undergraduates in a tertiary university in Nigeria AU - Popoola, Sunday Olanrewaju AU - Adedokun, Omolola Omolara T2 - Journal of Librarianship and Information Science AB - This study investigated the influence of computer self-efficacy, computer anxiety, and cognitive skills on the use of electronic library resources by social science undergraduates in a tertiary institution in Nigeria. Survey research design was adopted and stratified random sampling technique was used to select 869 sample size from a population of 1452 social science undergraduates across five departments. A total of 793 questionnaire was properly filled and collated which equals a response rate of 91.3% from the population sample. Findings from the study revealed that there were significant relationships among computer selfefficacy, computer anxiety, cognitive skills, and use of electronic library resources by the respondents. Computer self-efficacy, computer anxiety, and cognitive skills individually and jointly had a significant influence on the use of electronic library resources of the respondents. Therefore, library management in the tertiary institution should give due consideration to computer self-efficacy, computer anxiety, and cognitive skills of the respondents when planning to enhance their use of electronic library resources among others. DA - 2021/12/27/ PY - 2021 DO - 10.1177/09610006211063938 DP - SAGE Journals SP - 09610006211063938 LA - en SN - 0961-0006 UR - https://doi.org/10.1177/09610006211063938 Y2 - 2022/11/08/07:41:16 ER - TY - CONF TI - Prediction of Academic Performance of the University Students Through Their Use of Library Electronic Resources and Their Self-efficacy AU - Chohan, Tariq Mahmood AU - Bhatti, Rubina AU - Naeem, Salman Bin A2 - Kurbanoğlu, Serap A2 - Boustany, Joumana A2 - Špiranec, Sonja A2 - Grassian, Esther A2 - Mizrachi, Diane A2 - Roy, Loriene T3 - Communications in Computer and Information Science AB - The objective of the study was to assess the influence of students’ self-efficacy and their use of electronic resources on their academic performance. A survey was conducted in The Islamia University of Bahawalpur, Pakistan in which 307 students participated from five different faculties. A questionnaire was developed to gather the data for this study on variables related to demographic information of the respondents, their use of ‘library’s electronic resources’, ‘self-efficacy’, and ‘academic performance’. The results of the study concluded that the use of library’s e-resources has a significant influence on the academic performance of the students. However, it has a negative influence on students’ self-efficacy due to availability of wide ranging e-resources. The results of the study also concluded that self-efficacy is not correlated with academic performance of the students, however, it is negatively correlated with the use of university library’s e-resources. C1 - Cham C3 - Information Literacy in the Workplace DA - 2018/// PY - 2018 DO - 10.1007/978-3-319-74334-9_57 DP - Springer Link SP - 557 EP - 567 LA - en PB - Springer International Publishing SN - 978-3-319-74334-9 KW - Electronic resources KW - Pakistan KW - Academic performance KW - Self-efficacy KW - University library ER - TY - JOUR TI - Undergraduate student information self-efficacy and library intervention AU - Tang, Yingqi AU - Tseng, Hungwei T2 - Library Review AB - Purpose The purpose of this study is to investigate undergraduate student information self-efficacy to find out how much the students learned from library instruction classes and to determine whether information seeking skills can be developed with a library instruction class. Design/methodology/approach A quantitative research method was conducted to collect survey data and to perform statistical analysis. A Web-based survey was distributed to undergraduate students who were enrolled in the Fall term of 2014. In all, 98 students completed the survey. Findings The study reported that undergraduate students’ capability of information finding, retrieving, analyzing, evaluating and presenting were on and above medium level (M = 3.40). They reported higher skills in information evaluation and information objects and types but lower skills in using catalog/database and organizing/synthesizing information. Students in the multiple library instruction group showed a significantly higher information self-efficacy. One-single instruction has a limited effect on improving information seeking skills. Research limitations/implications The number of students who participated in library instruction classes was relatively low. More data need to be collected to give credence to the findings in the future, and data collected from individual class would yield more accurate result. Originality/value This study extends the literature on information literacy and library instruction. The findings suggest that information literacy instruction should go beyond the one-session mode and should offer hands-on practices that will foster students’ critical thinking behavior more effectively. DA - 2017/01/01/ PY - 2017 DO - 10.1108/LR-04-2017-0040 DP - Emerald Insight VL - 66 IS - 6/7 SP - 468 EP - 481 SN - 0024-2535 UR - https://doi.org/10.1108/LR-04-2017-0040 Y2 - 2022/11/08/07:47:21 L1 - https://www.emerald.com/insight/content/doi/10.1108/LR-04-2017-0040/full/pdf?title=undergraduate-student-information-self-efficacy-and-library-intervention KW - Academic library KW - Information literacy KW - Library instruction KW - Undergraduate KW - Information seeking KW - Information self-efficacy ER - TY - JOUR TI - Role of self-efficacy in e-library usage among students of a public university in Malaysia AU - Ramayah, T. AU - Aafaqi, Bushra T2 - Malaysian Journal of Library & Information Science AB - This study looked at the influence of self-efficacy on e-library usage by 704 university students from four different schools in a Malaysian public university -, School of Humanities, School of Mass Communication, School of Chemistry and School of Biology. The results of the study suggest that self-efficacy has a significant direct impact on perceived usefulness and perceived ease of use when predicting e-library usage. Results also suggest that self-efficacy, perceived ease of use and perceived usefulness have direct significant impact on e-library usage. The results further indicate that perceived ease of use fully mediates self-efficacy when explaining e-library usage and perceived usefulness fully mediates perceived ease of use when predicting e-library usage. DA - 2004/07/01/ PY - 2004 DP - ejournal.um.edu.my VL - 9 IS - 1 SP - 39 EP - 57 LA - en SN - 1394-6234 UR - https://ejournal.um.edu.my/index.php/MJLIS/article/view/8391 Y2 - 2022/11/08/07:53:55 L1 - https://ejournal.um.edu.my/index.php/MJLIS/article/download/8391/5826 KW - Electronic resources usage ER - TY - JOUR TI - Learners with Low Self-Efficacy for Information Literacy Rely on Library Resources Less Often But Are More Willing to Learn How to Use Them AU - Daniel, Dominique T2 - Evidence Based Library and Information Practice AB - A Review of: Tang, Y., & Tseng, H. W. (2013). Distance learners’ self-efficacy and information literacy skills. The Journal of Academic Librarianship 39(6): 517-521. doi:10.1016/j.acalib.2013.08.008 Abstract Objectives – To determine whether there is a relationship between self-efficacy (i.e., confidence) regarding information literacy skills and self-efficacy for distance learning; and to compare the use of electronic resources by high and low information literacy self-efficacy distance learners and their interest in learning more about searching. Design – Online survey. Setting – A small public university in the United States of America. Subjects – Undergraduate and graduate students enrolled in one or more online courses. Most respondents were in their twenties, 76% were female, 59% were undergraduates, and 69% were full time students. Methods – Students were asked six demographic questions, eight questions measuring their self-efficacy for information literacy, and four questions measuring their self-efficacy for online learning. All self-efficacy questions were adapted from previous studies and used a one to five Likert scale. The response rate was 6.2%. Correlational analysis was conducted to test the first two hypotheses (students who have higher self-efficacy for information seeking are more likely to have higher self-efficacy for online learning and for information manipulation). Descriptive analysis was used for the remaining hypotheses, to test whether students who have higher information literacy self-efficacy are more likely to have high library skills (hypothesis three) and are more interested in learning about how to use library resources (hypothesis four). Among respondents high information literacy self-efficacy and low self-efficacy groups were distinguished, using the mean score of information literacy self-efficacy. Main Results – There was a significant correlation between self-efficacy for information seeking and self-efficacy for online learning (r = .27), as well as self-efficacy for information manipulation (r = .79). Students with high information seeking self-efficacy were more likely to use library databases (28.72%), while low self-efficacy respondents more often chose commercial search engines (30.98%). However those respondents were more likely to be interested in learning how to use library resources. Conclusion – Distance students with higher self-efficacy for information seeking and use also had higher self-efficacy for online learning. It is important to encourage such self-efficacy since studies have shown that it relates to better information literacy skills and a higher ability to be self-regulated learners. Confident learners process information, make effective decisions, and improve their learning more easily. Furthermore many respondents in this survey had little or false knowledge of how to use appropriate resources for their learning needs. This points to the need for effective library instruction. This study also shows that low self-efficacy students would like to have library instruction, especially to help them plan specific research assignments. DA - 2014/09/15/ PY - 2014 DO - 10.18438/B82S4T DP - journals.library.ualberta.ca VL - 9 IS - 3 SP - 101 EP - 103 LA - en SN - 1715-720X UR - https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/22001 Y2 - 2022/11/08/08:00:03 L1 - https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/22001/17165 KW - distance learning KW - information literacy KW - motivation ER - TY - JOUR TI - Iranian Public Libraries Can Improve Self-Efficacy in Information Literacy, Especially When School Library Instruction Is Not Preparing Students for Lifelong Learning Readiness AU - Kaplan, Samantha J. T2 - Evidence Based Library and Information Practice AB - A Review of: Leili, S., Maryam, H., & Mohsen, A. (2020). The effect of information literacy instruction on lifelong learning readiness. IFLA Journal, 46(3), 259-270. https://doi.org/10.1177/0340035220931879 Abstract Objective – To examine the efficacy of information literacy skills instruction on the lifelong learning readiness skills of Iranian public library users. Design – Pre- and post-test experiment. Setting – Two public libraries in Iran. Subjects – Thirty (30) high school students who were active users of two Iranian public libraries. Methods – Thirty (30) participants were randomized into two groups, one of which received information literacy training for seven weeks, while the other group acted as a control. Participants were assessed via three instruments in information literacy and readiness for lifelong learning prior to and at the completion of the training program. The workshops included basic library skills, recognizing needed information skills, information source skills, Internet skills, Internet searching skills, resource instruction, database skills, and general searching skills. Results of pre- and post-test assessments were analyzed with analysis of covariance (ANCOVA). Main Results – The group that received information literacy instruction showed increased readiness for self-directed learning, readiness to overcome deterrents to participation, and improved information literacy. The control group did not show an increase in readiness to respond to triggers for learning or an overall increase in lifelong learning readiness. Conclusion – Information literacy instruction can improve elements of lifelong learning readiness in regular library users. Public libraries in Iran should begin long-term planning to implement this training. DA - 2022/06/15/ PY - 2022 DO - 10.18438/eblip30119 DP - journals.library.ualberta.ca VL - 17 IS - 2 SP - 129 EP - 131 LA - en SN - 1715-720X UR - https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/30119 Y2 - 2022/11/08/08:23:26 L1 - https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/download/30119/22557 ER - TY - JOUR TI - A comparative analysis of information literacy self-efficacy skills of postgraduate students in library schools in South-South, Nigeria AU - Odede, Israel T2 - Library Philosophy and Practice (e-journal) DA - 2018/11/26/ PY - 2018 UR - https://digitalcommons.unl.edu/libphilprac/1917 L2 - https://digitalcommons.unl.edu/libphilprac/1917/ ER - TY - JOUR TI - Best practices for teaching and assessing critical thinking in information literacy online learning objects AU - Goodsett, Mandi T2 - The Journal of Academic Librarianship AB - Critical thinking is widely considered an essential outcome of higher education, and academic librarians may have a significant role to play in its promotion. Librarians often deliver information literacy instruction to students through online learning objects, like tutorials. If librarians value critical thinking as a component of their teaching, it is important that these tools solicit critical thinking in their users. This study uses a thorough literature review to develop a set of best practices for teaching and assessing critical thinking through online learning objects. Those best practices inform a rubric that can be used to evaluate how much an information literacy online learning object is following best practices for teaching and assessing critical thinking. DA - 2020/09// PY - 2020 DO - 10.1016/j.acalib.2020.102163 DP - DOI.org (Crossref) VL - 46 IS - 5 SP - 102163 J2 - The Journal of Academic Librarianship LA - en SN - 00991333 UR - https://linkinghub.elsevier.com/retrieve/pii/S0099133320300665 Y2 - 2022/11/08/08:43:46 L1 - https://pdf.sciencedirectassets.com/272069/1-s2.0-S0099133320X00048/1-s2.0-S0099133320300665/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEEgaCXVzLWVhc3QtMSJHMEUCIQCoQhoEmfxTOxYdT8Tx7B22WefrI0tmw035%2FdKG%2F7idGAIgPba55Nkz82s2MYQYJm8vk%2FwL9vN%2FYr6KJQPRoyCIYasqzAQIQRAFGgwwNTkwMDM1NDY4NjUiDK%2BgvtoxEFB%2FC2RBqSqpBDplH0W3SuJCGatIqKkB532yh4ri5gCAz1tdjBXVi098Wm%2BBRTXs6A7hGyft0go2jjBVtvkx6%2FjWQI7yHgUEvjUeAZq8akYsc0yrSgezMaxtjxCMLckvxi7RAj%2F61OyoEkjPC1egIePgpSDApP3T%2FoB57sev%2Bb2MuOwz4f4b%2BBtoOaIk5eSnAXzMJKHZ8wEIfTwYWLiAIFZGZhvlNyFSNWAfs2gOTPxYlJUB1jKu7hmURrjuEfYif%2F6L64qGWvB%2B5HMkbVWZ5DIi6q3bPOOyoXzgpcnE5IQY0gMGgLFoU%2FUk%2BH3lQtLB86gg%2FY%2BQrCOphChuk0g35YXI8mn%2By9gGJGV%2FXoeCLsIBQShLMZNXhwdh%2BohexSfYqezgPYnekP3rP%2FCg%2BwxeG1q%2FczwSK6mXgu1OjTKbuTWORdX5U74RIPtzvcqL7d8Jv22%2FaZf%2FRtwXOAZUMaU1Lcb4DK1pF4rDZVt6uJyuLffJrotXEamlKvEBMnylQ0P79NCKp%2F7N%2BHNGoAWujlFsj5D2HuiNW5vO%2FDWOtEHtarss67Z8DfpApACJbmE2eyHep9rR1L7AYuWXJiSCBGui5OqxCAkywj8%2FTZ07r9%2B%2Fb0vOOEr3yKHic%2BU60A9P3RbKEOacbIwjVoEvZCNsgUEsss5uRkmL3nK%2BzDvAHm987SByASIy%2BLvWsDEHxe2YZxBi%2FssWnUxNGNdD5cWll%2Be%2FCjv0dNapg2czN36s%2F292z7HFwC4wupaomwY6qQHdHNi9vw05XymoAHyEc7lDD4m4uMJrdCFibdYEu7EpUtNUA%2FTDzCKuln0MQq4DBh2Dgi5oOWkVwVeBTIi1b0F%2BJese8ZXxNwBcC0Vn5qEj6S0Vxx4xI0jLhv10li9WQ5wL4bkIY7jCLwAPj60NeZ%2FgnAA7OH1E8ba3LAIo8nwEZo21l1ogkhanhPZjeQaYnjquP5scVyHxUTwuLw31T5qSSbUuynpYu6jK&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20221108T084235Z&X-Amz-SignedHeaders=host&X-Amz-Expires=299&X-Amz-Credential=ASIAQ3PHCVTYUZWODWUA%2F20221108%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=a5318395c097e4697e56ae8fb0311f9cf5f7083c4475dae324c69a773112c953&hash=31e57f2d15ec80bbcdca5ac9dacbd2e04a766abc71d99c7de790456230bfc96b&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S0099133320300665&tid=spdf-9d9363fe-1836-479d-a3a6-188be5e332d5&sid=29bfb6b63860104ffc8abeb05025e9ce786dgxrqb&type=client&ua=515951005552510a0405&rr=766d041eeefa4f5e ER - TY - JOUR TI - The impact of media and information literacy on acquiring the critical thinking skill by the educational faculty’s students AU - Zou’bi, Reem Al- T2 - Thinking Skills and Creativity AB - This study reveals the impact of media and information literacy (MIL) on acquiring critical thinking skills by the students of the Educational faculty. The study’s sample comprised (134) students, and its tool was a questionnaire comprising (20) items containing various media con­ tents published on several social networking sites: Facebook, Instagram, and Twitter. The findings show that students had an acceptable degree of critical thinking skill to understand and criticize media contents by (81 %). The study also stated that the most difficult media messages to interpret were those that include misleading content due to spelling errors or because of confu­ sion between wit and abuse by (80 %), and the easiest to distinguish were those that include explicit words or expressions by (99.5 %). Considering the results, the researcher recommended conducting more scientific research on media and information literacy and its educational applications. DA - 2021/03// PY - 2021 DO - 10.1016/j.tsc.2020.100782 DP - DOI.org (Crossref) VL - 39 SP - 100782 J2 - Thinking Skills and Creativity LA - en SN - 18711871 UR - https://linkinghub.elsevier.com/retrieve/pii/S187118712030256X Y2 - 2022/11/08/08:52:04 L1 - https://pdf.sciencedirectassets.com/273510/1-s2.0-S1871187120X00058/1-s2.0-S187118712030256X/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEEgaCXVzLWVhc3QtMSJIMEYCIQChftkLfpHoW4GBh4beJ73A2KLffkFGDjWxzS386wqL6QIhAKRK6I8sP5xglt9o55455oSIhUYnoAZ1oOeMqK%2BF8U8ZKswECEEQBRoMMDU5MDAzNTQ2ODY1IgyxaDiDEvJffe1mLv4qqQRFyHD%2BhG6jKRnLOl4cdOmujzGy%2BgbPm9EB0wezcGccTdcmk8qTKksmWMXoIsRNDARTv6ly1f9q9QFR77NcoP%2B2%2FaMpSJ%2B28lSqtiur5%2B2jFd4x%2FD9VO6DBZgIwFRmC55Q%2FjNjboRYos6s2lPOoVZtGXE7ThF88LP89QPPj15yclWYpqZyjuHNacPp5Oy9Y6OFlqUu94GZE%2FpKi9cfx9m0JzBaKYFoEwkvVaiALtInybxnkMVs%2F8b6zrDgr3E%2FPoe%2FShEtRhgB4c1DQlABO8mQ3vS%2BsVf%2BPi68dUbWoXATiJnQxDJOSQ6Wz9SjthZayuUNHhw4KdohbONd3q8atdpZBlhq7qqFbEsvkkxZSn7sFc32G1xSSnj8cOi%2FhwjNHMf7hIHrgJ7fQLBNj3KRoiUTxTmmY4myyL448XorfOSIkWM5dwEyj%2F0wmcN3ELaKfkoQdu0A7enMZ8GkxyPje4cbPBM0ZL6VIgLzAWtN8G629o8NYNXXOuvj8gNXExaanOP51yAF7NMYUywhB7GAdpsACQbkpt6Zn1nTrDkDUVUs6XLQ3Gr7ECHlg3TIKJrSs4UEVMLX3yjjYAmU3DPpKvt0pOY9N6kduERpV6Ie%2FxxZh5Ol0gPakRyPTN8MguDw6SlXwTB2QNsqR31Xv2tEJ3peygjjWjCzhjeYRUS5uKLOa9uCcf%2BdFy%2Bn6%2FjbBrX5qVyO1wfER8rXe9JMiUC3rcL9%2BFhglW7F7%2B5IEMPuZqJsGOqgBTyO1GQg11AHNAbyd1aJSvnXMfsF7duwpVh1QgryVlXR7vuOvjQiKh%2Fhi06fk%2BO6YRN8LpnPDin8dUyP0rAbJheGwT4hgbeNj853lOwBzUuUG30CfP1HMoz35fZYQc1JBPFyR%2BddWdPC64HuBJSn2yCg5uepDkYMdmXdKoRHVLaPC4ReUNJCo%2FGxotnt5R51tCkdMbsEd9RYQUIh2wCc9NCdKA0uQFUsY&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20221108T084932Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTY7L4MH5NY%2F20221108%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=70be8bc3355c737a656cb0df85f9e178950036585463753c2ebb8886a91b53c3&hash=aaed614a6b4eecf4474d76cc5baea0d1be04444448adea185a5e9546cedfdd2f&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S187118712030256X&tid=spdf-5aba5a2b-a5fe-478b-935e-5d8b41a38397&sid=29bfb6b63860104ffc8abeb05025e9ce786dgxrqb&type=client&ua=515951005503555d5958&rr=766d0e5288464f4c ER - TY - JOUR TI - Exploring LIS Students’ Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies | Printo | College & Research Libraries AU - Pinto, Maria AU - Pascual, Rosaura Fernandez T2 - College & Research Libraries AB - Understanding perceptions of Library and Information Science (LIS) students on two dimensions—belief in the importance (BIM) of a set of core information competencies, and Self-Efficacy (SE)—is pursued. Factor analysis implementation raises a clear distinction between BIM and SE results. This analysis points to two sets of competencies: principal competencies reflected the most positive insights from students, while the secondary ones were the most weakly perceived and consequently the most in need of encouragement. This is one of the few studies on the subjective profile of LIS students, including improvement initiatives relating to the weakest competencies. DA - 2017/04/26/ PY - 2017 DO - https://doi.org/10.5860/crl.77.6.703 DP - crl.acrl.org VL - 77 IS - 6 SP - 703 EP - 726 LA - en-US UR - https://crl.acrl.org/index.php/crl/article/view/16552 Y2 - 2022/11/08/09:05:52 L1 - https://crl.acrl.org/index.php/crl/article/download/16552/17998 ER - TY - JOUR TI - Information Literacy Self-Efficacy Scale: Validating the translated version of the scale for use among Bangla-speaking population AU - Atikuzzaman, Md. AU - Ahmed, S. M. Zabed T2 - The Journal of Academic Librarianship AB - The main aim of this paper is to evaluate the validity of a translated version the Information Literacy Self-Efficacy (ILSE) scale in a different socio-cultural context in Bangladesh. The 28-items of the ILSE scale was translated into Bangla to collect data from students of a public university in Bangladesh. To determine the underlying factor structures of the 28-items scale and its short version of 17-items, exploratory factor analyses (EFAs) were conducted with a sample of 394 students. Confirmatory factor analyses (CFAs) were performed with a group of undergraduate students (n = 267) to examine the validity of the scale. The 28-items and 17-items versions of the scale extracted four factors and three factors, respectively. In the CFA analyses, 23 out of the 28-items were found reliable although discriminant validity was not achieved between two constructs. While analyzing the 17-items subscale, 13-items were found to be reliable. Overall, the CFA model fit statistics for both the 23-items and 13-items support the use of the translated version of the ILSE scale for assessing self-efficacy for information literacy among Bangla-speaking population. DA - 2022/10/03/ PY - 2022 DO - 10.1016/j.acalib.2022.102623 DP - ScienceDirect SP - 102623 J2 - The Journal of Academic Librarianship LA - en SN - 0099-1333 ST - Information Literacy Self-Efficacy Scale UR - https://www.sciencedirect.com/science/article/pii/S0099133322001392 Y2 - 2022/11/08/22:37:31 L1 - https://www.sciencedirect.com/science/article/pii/S0099133322001392/pdfft?md5=a61c510032b0608f99316d4580876403&pid=1-s2.0-S0099133322001392-main.pdf&isDTMRedir=Y L2 - https://www.sciencedirect.com/science/article/pii/S0099133322001392?casa_token=CQJLBPQacVMAAAAA:1zmSDjkdoz6BBEDOZp-xnJH0evG7SmNhIaDcFJhW6yB6lbKQ7u8My5y6QE8VKkGicx8YylmeTYNc KW - Information literacy KW - University students KW - Bangladesh KW - Self-efficacy KW - Validity KW - version ER - TY - JOUR TI - Developing the information literacy self‐efficacy scale AU - Serap Kurbanoglu, S. AU - Akkoyunlu, Buket AU - Umay, Aysun T2 - Journal of Documentation AB - Purpose – The main aim of this paper is to describe the development of a scale designed to measure self‐efficacy for information literacy. Design/methodology/approach – Cronbach's alpha, item analysis and item discrimination indices, principal component analysis, varimax rotation, and discriminant validity were used to measure reliability and validity of the scale. A 28‐item refined version of the scale was found highly reliable and of reasonable length. Findings – Further refinement based on principal component analysis indicated three major components, which allow approaching information literacy skills regarding to their complexity levels. Originality/value – The information literacy self‐efficacy scale is recommended to identify individuals with low self‐efficacy beliefs, which may be a significantly limiting factor for them to explore their information literacy skills. DA - 2006/01/01/ PY - 2006 DO - 10.1108/00220410610714949 DP - Emerald Insight VL - 62 IS - 6 SP - 730 EP - 743 SN - 0022-0418 UR - https://doi.org/10.1108/00220410610714949 Y2 - 2022/11/08/22:46:44 L1 - https://bby.hacettepe.edu.tr/yayinlar/Developing_the.pdf KW - Information literacy KW - Skills KW - Turkey KW - Measurement KW - Testing and instruments ER - TY - JOUR TI - Developing the information literacy self‐efficacy scale AU - Serap, Kurbanoglu S. AU - Akkoyunlu, Buket AU - Umay, Aysun T2 - Journal of Documentation AB - Purpose– The main aim of this paper is to describe the development of a scale designed to measure self‐efficacy for information literacy.Design/methodology/approach– Cronbach's alpha, item analysis and item discrimination indices, principal component analysis, varimax rotation, and discriminant validity were used to measure reliability and validity of the scale. A 28‐item refined version of the scale was found highly reliable and of reasonable length.Findings– Further refinement based on principal component analysis indicated three major components, which allow approaching information literacy skills regarding to their complexity levels.Originality/value– The information literacy self‐efficacy scale is recommended to identify individuals with low self‐efficacy beliefs, which may be a significantly limiting factor for them to explore their information literacy skills. DA - 2006/01/01/ PY - 2006 DO - 10.1108/00220410610714949 DP - Emerald Insight VL - 62 IS - 6 SP - 730 EP - 743 SN - 0022-0418 UR - https://doi.org/10.1108/00220410610714949 Y2 - 2022/11/08/23:00:59 L1 - https://www.emerald.com/insight/content/doi/10.1108/00220410610714949/full/pdf?casa_token=mqg779GxntMAAAAA:kuQQJ9u2erfea60lQIjRjfMOnDOn-qBjasueO6KJ3akB19vEMFbNl_9YsMEt4SBVmKhtsaWG7YEXXYWtXlaIzl9HV8aZc-wcLgYNLABRaiaZyEZUuiRbBg ER - TY - JOUR TI - Librarians' assistance to students in the information seeking process: Perspectives of higher education teachers and librarians AU - Stričević, Ivanka AU - Rubinić, Dora T2 - The Journal of Academic Librarianship AB - Seeking information is an integral part of the tasks that students are assigned by their teachers. They turn to librarians, or librarians offer them assistance in relation to this pursuit. This qualitative study sought to obtain indepth insights on the perceptions and expectations of university teachers and librarians with respect to the importance of and students' participation and librarians' assistance in the information seeking process. Teachers and librarians understand the importance of the information-seeking process for students in the development of their skills. Whereas most of their perceptions of the students' roles in the process do align, there are certain differences in their perceptions and expectations of students. The results enhance the understanding of the information-seeking process and teachers and librarians' perceptions on it. They contribute toward planning to facilitate cooperation between academic librarians and teachers in situations of information behavior resulting from the educational process and context. DA - 2022/10// PY - 2022 DO - 10.1016/j.acalib.2022.102629 DP - DOI.org (Crossref) SP - 102629 J2 - The Journal of Academic Librarianship LA - en SN - 00991333 ST - Librarians' assistance to students in the information seeking process UR - https://linkinghub.elsevier.com/retrieve/pii/S0099133322001458 Y2 - 2022/11/10/01:39:52 L1 - https://pdf.sciencedirectassets.com/272069/AIP/1-s2.0-S0099133322001458/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEHEaCXVzLWVhc3QtMSJGMEQCIDIw3%2FbvCMIRC1U11Qvt6HittbqN1RZP7cdWht4oLES1AiBVIAncXf5yhPxQyz5nHnGby0EIugHxv1jRWuBVqXJvdirMBAhqEAUaDDA1OTAwMzU0Njg2NSIMtudUJmr64DfvCYjaKqkEBhBrrIpc6uhrefOt9CnTWTFaAZ9Y%2BbSyRf%2FwBmwVBnDLyGAprUk7v83GLngGe%2FCvEDtODM%2BPS0PojUS6OKKxe4LnW9OgGsG%2FBmZcc6lNDJkw1C260VzKOje8kCQYXQnKBvDR6nuwqITCmiIDPql4y%2B%2BCjEgqlfpA%2FuuLb8oCJGzYRjGDq%2B6Ud4zMi3xIHSv%2FGXH%2BdxVdaMGOmU7BwGcOtLCYHUI1oRMeohyYBO9MarRDxguKMaJucUO%2FyFr%2BsLxGYr7Vd6b3SrU1ZBl7TqC9GVm1aks017d4bgaDlpdGPqX2mOK0BwDeC116V4EQknubmna1iuAxKEcuipc00fluzto9ho%2FDa5pzkgTIQMMCwg15ixbPy02PBv8F7%2FMH7p%2Fa1LJUsOr1e7CeXbYifQ2oyqpv1rB437LuNSOydiK2RfduszdbBIC1zFsZt%2Bq%2BqkeQiPWk%2FrQcS1FAIy6FDd%2BBqn5k2of1NYQQZM9pulAgz6IK9l8WP%2BOcWIJ%2Fqjj23eHo8gzMdLJ8CFaSfSY2ID1DDlS2mnPLvK7wGIz1iMAk%2BtbVqKSfRbqypLsHuxdsgoO3gSUrm3%2BjF4Cr%2BaafmRBA5stLrLPVG7cuTYpzNcOac0VMMtw5yhmjmZQXEMKqT9NPv9%2BtRPMHdoFS9FT9xiMKYxI%2BXImHD0cIipwNimkyiO%2BR2QJK7X2dsgLFYa%2FCLB1QVc48FxxkrRxuBJXxwuXSNH9O7zg%2BgiZGFDC%2BkrGbBjqqAaA0F5zYfE0DvLVqnnH9%2B%2Fsviylkjea%2ByeWRbAFkncSmDEwkZhaK6rg2xDAizYakXrLoKgtZ21IFrXeqQaNn6WGZjTz0b7E%2Bcm1eG56SXaKTob7GU%2BaEgA0lYrxv68e9HoBBwUMrdjriM3mv2Wo0nORFmUXOEv8jO%2BaajFUbQcyOqU9qOP5OgvUqNwXVYOBHqGAYT5q1M4%2Bmc8OhYTuGZG4EO5eEjZz3U9Pt&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20221110T013910Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTYUESATYZJ%2F20221110%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=1e01a30f76279fa5ec15d2518be0d0ab8631f63833e02ae581268bcc72485e30&hash=6e62bbc1564a33e6350fc4efdca7dbce025197587b26757b2ac27a6f21daeee8&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S0099133322001458&tid=spdf-abd7d35a-e1ca-4037-9558-fe47425cb5a8&sid=e1e6a5331e69f040c71a3c243e8893c42249gxrqb&type=client&ua=515950065454015c5159&rr=767b12a309ba4947 ER - TY - JOUR TI - The Relationships between University Students’ Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs AU - Kurbanoglu, N. Izzet AU - Akim, Ahmet T2 - Australian Journal of Teacher Education AB - The aim of this study is to examine the relationships between chemistry laboratory anxiety, chemistry attitudes, and self-efficacy. Participants were 395 university students. Participants completed the Chemistry Laboratory Anxiety Scale, the Chemistry Attitudes Scale, and the Self-efficacy Scale. Results showed that chemistry laboratory anxiety was correlated negatively to chemistry attitudes and to self-efficacy. On the other hand, chemistry attitudes were found to be positively associated with self-efficacy. The path model showed that self-efficacy predicted chemistry laboratory anxiety in a negative way. Also, self-efficacy has a direct and positive effect on chemistry attitudes which in turn affects chemistry laboratory anxiety. Finally, chemistry laboratory anxiety was explained negatively by chemistry attitudes. Results were discussed in the light of literature. DA - 2010/01/01/ PY - 2010 DO - 10.14221/ajte.2010v35n8.4 DP - DOI.org (Crossref) VL - 35 IS - 8 J2 - AJTE LA - en SN - 1835517X UR - http://ro.ecu.edu.au/ajte/vol35/iss8/4 Y2 - 2022/11/10/01:55:16 L1 - https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1484&context=ajte ER - TY - JOUR TI - Teacher candidates' information literacy self-efficacy AU - Adalier, A. AU - Serin, O. T2 - Online Journal of Science and Technology DA - 2012/// PY - 2012 DP - Scopus VL - 2 IS - 2 SP - 71 EP - 78 LA - undefined DB - Scopus L2 - https://www.scopus.com/record/display.uri?eid=2-s2.0-85016317006&origin=inward N1 -

Cited By :10

ER - TY - JOUR TI - Students’ information literacy self-efficacy: An exploratory study AU - Aharony, Noa AU - Gazit, Tali T2 - Journal of Librarianship and Information Science AB - The current study focuses on students? information literacy self-efficacy and investigated whether students estimate that they know how to handle and evaluate the vast amount of information they find on the Internet. The objectives of this study are to explore: (1) to what extent does the openness to experience variable explain students? information literacy self-efficacy?; (2) to what extent do the cognitive appraisals threat and challenge explain students? information literacy self-efficacy? and (3) to what extent does the variable of motivation explain students? information literacy self-efficacy? The research was conducted in Israel during the spring semester of the 2017 academic year and involved 136 students. Researchers used five questionnaires to gather data. Findings suggested that the personality characteristics of openness to experience, as well as threat and challenge, and motivation predicted students? information literacy self-efficacy. DA - 2020/03/01/ PY - 2020 DO - 10.1177/0961000618790312 DP - SAGE Journals VL - 52 IS - 1 SP - 224 EP - 236 SN - 0961-0006 ST - Students’ information literacy self-efficacy UR - https://doi.org/10.1177/0961000618790312 Y2 - 2022/11/10/02:06:13 L1 - https://journals.sagepub.com/doi/pdf/10.1177/0961000618790312 ER - TY - JOUR TI - The relationships between university students' information-seeking strategies, social-media specific epistemological beliefs, information literacy, and personality traits AU - Atman Uslu, Nilüfer AU - Yildiz Durak, Hatice T2 - Library & Information Science Research AB - Due to doubts about the reliability of information in social media environments, and the epistemological beliefs of individuals who use these media, questioning the source of information and the perception of knowledge structure, is an important research topic. A structural model was constructed to explore structures associated with epistemological beliefs (justification for knowing) and online information-seeking strategies. The model included personality traits and information literacy. Data were collected from 190 university students. PLS-SEM was implemented in the analysis of the data. Analysis revealed that there was a significant relationship between epistemological beliefs specific to social media and information-seeking strategies, and information literacy structure has a direct effect on information-seeking strategies. Agreeableness and neuroticism were related with several dimensions of social media-specific beliefs. It was found that the personality trait which has the greatest effect on online information-seeking strategies is conscientiousness. DA - 2022/04// PY - 2022 DO - 10.1016/j.lisr.2022.101155 DP - DOI.org (Crossref) VL - 44 IS - 2 SP - 101155 J2 - Library & Information Science Research LA - en SN - 07408188 UR - https://linkinghub.elsevier.com/retrieve/pii/S0740818822000184 Y2 - 2022/11/10/02:20:50 L1 - https://pdf.sciencedirectassets.com/272068/1-s2.0-S0740818822X00030/1-s2.0-S0740818822000184/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEHMaCXVzLWVhc3QtMSJGMEQCIGDU4XQhWMu%2F%2FyRs4g9h7mn%2FAvYqsX3AhL%2BM8tEafZvIAiAQS2Oy2PnwcD0bnhfAql6NiLRICXrBRE3FfxqtGCB%2BbyrMBAhrEAUaDDA1OTAwMzU0Njg2NSIMFUgr8wc3jBIwESN%2BKqkEhJqLHn%2BJrBGduDkI5mn230sxFEVYvla4mM7pn4xQAdfSElDAw2rrp2sZ6phkxSErpMW1hxgD4tAmv97%2Fj41hKy8dIkU8ZN6y6LwWqN2NayHEokPR5RLWhzXPyK8CwLD3k%2FX55wdKMoVRbSG1DAKbgCZCKBvGbXy8cE6G%2BIkdBTMGOkjgKCl9W2tHebR1XPQvQ9D1IODy%2FIDOT%2FJmw33jakDSfC6rqMIzRKFv4bcz0SzAoX32ywNET1fZHL3MT%2FNg8LFmiABoXujDWe4d1W5xbVUkgttLdjDsd5z4Zdb2T%2F6z%2BLiff8HPfM2MZe09JNu4TrFecIgNZPj3Bhr0QI3Dpzxemf9IbZomufsutlehH9o9cmMHZEcfJufBDPEtp8Ck4cBE89AxuPHkk4V5qP1uux5j%2BD4eh50QjK%2FlWz0mimhwPNGgWZbO69hi1HvjAQpIyDmdV2N9ve%2BDz3t6vzCjU%2BIWbNo%2FTeS%2BgGILEIeZ1MCiD%2FvKbrCyN%2B2TtA7stL%2B%2BEk47jZmH7WUYwzQEakoV7ToLh2mMdH8FtlfIrcenC%2BKy%2BvFzneosMwiaGFsM3z%2FfCaMB28lj%2BzLCxwP%2FeM%2Bce6gFTudlPb8AkJFP%2FdA%2FzauVlFnw%2FMeH0ZM0t6yOgRr9IeUOtPvGI4GDNonsgmoZHU60o0GSW7lU%2Fd76yyuHkfGNnykApe1RrRzLzBxr1H8hKQ5pMZGLLegDjsD1NVpo%2BjGkZU9dYK5tJTC6vLGbBjqqAbfxIPXTYJBcWHmlcZOUJ9ytCtAbNt4%2Fu27emTjKJc6UzpHbIQQCkk5GBnRUgqQoXTgpIPYuhkbd9wPpB5XpcJzFw2U0beSYLv4ukkmrmxThD0he6yrvpuiSiT3%2FwQ5iXzpuzGX2HUnYVEKZDL9prreFcXU%2FahvAlewllWi82%2B%2F8rNrA7MOSA8%2FbuYrb%2FDq42o9iAABuljvrb4biwJV1EuBCBCLEa4VIGl7X&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20221110T021945Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTYYBBDL2GQ%2F20221110%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=aebc89a520a0d1c945da175351c6a819e7ad306e5c0e934a3e10f6bf2f0cbec7&hash=71ee540acf4460275ef8bc806ed07edbaf3f0238f39a6f222d0ab12d5fe632a4&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S0740818822000184&tid=spdf-62ddfced-c205-44c4-ac49-a77b6dc159ae&sid=e1e6a5331e69f040c71a3c243e8893c42249gxrqb&type=client&ua=515950065103515b0402&rr=767b4e14eb0ca084 ER - TY - JOUR TI - Why We Are Not Google: Lessons from a Library Web site Usability Study AU - Swanson, Troy A. AU - Green, Jeremy T2 - The Journal of Academic Librarianship DA - 2011/05// PY - 2011 DO - 10.1016/j.acalib.2011.02.014 DP - DOI.org (Crossref) VL - 37 IS - 3 SP - 222 EP - 229 J2 - The Journal of Academic Librarianship LA - en SN - 00991333 ST - Why We Are Not Google UR - https://linkinghub.elsevier.com/retrieve/pii/S0099133311000280 Y2 - 2022/11/10/02:34:10 L1 - https://pdf.sciencedirectassets.com/272069/1-s2.0-S0099133311X00034/1-s2.0-S0099133311000280/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEHMaCXVzLWVhc3QtMSJGMEQCIGDU4XQhWMu%2F%2FyRs4g9h7mn%2FAvYqsX3AhL%2BM8tEafZvIAiAQS2Oy2PnwcD0bnhfAql6NiLRICXrBRE3FfxqtGCB%2BbyrMBAhrEAUaDDA1OTAwMzU0Njg2NSIMFUgr8wc3jBIwESN%2BKqkEhJqLHn%2BJrBGduDkI5mn230sxFEVYvla4mM7pn4xQAdfSElDAw2rrp2sZ6phkxSErpMW1hxgD4tAmv97%2Fj41hKy8dIkU8ZN6y6LwWqN2NayHEokPR5RLWhzXPyK8CwLD3k%2FX55wdKMoVRbSG1DAKbgCZCKBvGbXy8cE6G%2BIkdBTMGOkjgKCl9W2tHebR1XPQvQ9D1IODy%2FIDOT%2FJmw33jakDSfC6rqMIzRKFv4bcz0SzAoX32ywNET1fZHL3MT%2FNg8LFmiABoXujDWe4d1W5xbVUkgttLdjDsd5z4Zdb2T%2F6z%2BLiff8HPfM2MZe09JNu4TrFecIgNZPj3Bhr0QI3Dpzxemf9IbZomufsutlehH9o9cmMHZEcfJufBDPEtp8Ck4cBE89AxuPHkk4V5qP1uux5j%2BD4eh50QjK%2FlWz0mimhwPNGgWZbO69hi1HvjAQpIyDmdV2N9ve%2BDz3t6vzCjU%2BIWbNo%2FTeS%2BgGILEIeZ1MCiD%2FvKbrCyN%2B2TtA7stL%2B%2BEk47jZmH7WUYwzQEakoV7ToLh2mMdH8FtlfIrcenC%2BKy%2BvFzneosMwiaGFsM3z%2FfCaMB28lj%2BzLCxwP%2FeM%2Bce6gFTudlPb8AkJFP%2FdA%2FzauVlFnw%2FMeH0ZM0t6yOgRr9IeUOtPvGI4GDNonsgmoZHU60o0GSW7lU%2Fd76yyuHkfGNnykApe1RrRzLzBxr1H8hKQ5pMZGLLegDjsD1NVpo%2BjGkZU9dYK5tJTC6vLGbBjqqAbfxIPXTYJBcWHmlcZOUJ9ytCtAbNt4%2Fu27emTjKJc6UzpHbIQQCkk5GBnRUgqQoXTgpIPYuhkbd9wPpB5XpcJzFw2U0beSYLv4ukkmrmxThD0he6yrvpuiSiT3%2FwQ5iXzpuzGX2HUnYVEKZDL9prreFcXU%2FahvAlewllWi82%2B%2F8rNrA7MOSA8%2FbuYrb%2FDq42o9iAABuljvrb4biwJV1EuBCBCLEa4VIGl7X&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20221110T023202Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTYYBBDL2GQ%2F20221110%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=f18c9124597d79ef6505274a8b34a413440d95aed6340ca62eb71e74fa0ea56e&hash=b049774341c78fdf2aaccc240772731e81bb4d338a97fc0af9043401c1f98bb8&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S0099133311000280&tid=spdf-60d99d9d-e28e-49fe-980e-258f5120f54b&sid=e1e6a5331e69f040c71a3c243e8893c42249gxrqb&type=client&ua=515950065356515d0405&rr=767b6012eeb6895f ER - TY - JOUR TI - From Google to MedlinePlus: The wide range of authoritative health information provision in public libraries AU - Flaherty, Mary Grace T2 - Library & Information Science Research AB - Public library staff throughout the United States are providing assistance on a variety of health topics. To better understand health information provision in this setting, unobtrusive visits were completed in a total of 73 randomly selected sites in three different states. The query, “Do vaccines cause autism?” was posed to library staff. In 59% of encounters, material provided did not answer the question. In more than half of visits, public library staff referred to the libraries' print collections, and 69% of the time when print was provided it did not answer the question or it addressed the question with information contradictory to prevailing medical evidence. Referral was made to electronic resources in a quarter of visits, with answers ranging from “Just Google it” to “MedlinePlus is my favorite go-to”. When staff referred to or used electronic resources, authoritative medical information on the topic was supplied 79% of the time. It appears that there was no standardization on handling health queries in most libraries that were visited. Given public libraries are trusted institutions providing community access to health information, it is imperative that staff are using appropriate health information tools which are readily and freely available. DA - 2016/04/01/ PY - 2016 DO - 10.1016/j.lisr.2016.04.001 DP - ScienceDirect VL - 38 IS - 2 SP - 101 EP - 107 J2 - Library & Information Science Research LA - en SN - 0740-8188 ST - From Google to MedlinePlus UR - https://www.sciencedirect.com/science/article/pii/S0740818816300895 Y2 - 2022/11/10/02:48:19 L1 - https://www.sciencedirect.com/science/article/pii/S0740818816300895/pdfft?md5=1b973dd4afc0afe16a7fe26047e8e3bb&pid=1-s2.0-S0740818816300895-main.pdf&isDTMRedir=Y L2 - https://www.sciencedirect.com/science/article/pii/S0740818816300895?via%3Dihub ER - TY - JOUR TI - Beyond Google: Helping Nutrition Students Achieve Information Literacy AU - Olfert, M. D. AU - Arnold, S. J. T2 - Journal of the Academy of Nutrition and Dietetics T3 - 2012 Food & Nutrition Conference & Expo DA - 2012/09/01/ PY - 2012 DO - 10.1016/j.jand.2012.06.058 DP - ScienceDirect VL - 112 IS - 9, Supplement SP - A18 J2 - Journal of the Academy of Nutrition and Dietetics LA - en SN - 2212-2672 ST - Beyond Google UR - https://www.sciencedirect.com/science/article/pii/S2212267212008532 Y2 - 2022/11/10/02:54:38 L1 - https://www.sciencedirect.com/science/article/pii/S2212267212008532/pdfft?md5=17214efd575f845f8d870891169084ad&pid=1-s2.0-S2212267212008532-main.pdf&isDTMRedir=Y L2 - https://www.sciencedirect.com/science/article/pii/S2212267212008532 ER - TY - JOUR TI - Do PubMed and Google searches help medical students and young doctors reach the correct diagnosis? A pilot study AU - Falagas, Matthew E. AU - Ntziora, Fotinie AU - Makris, Gregory C. AU - Malietzis, George A. AU - Rafailidis, Petros I. T2 - European Journal of Internal Medicine AB - Background In the era of the World Wide Web we sought to examine whether the use of PubMed and Google can help physicians to improve their diagnostic skills. Methods Twenty-six diagnostic cases presented in the case records of the New England Journal of Medicine during 2005 were used for our analysis. Three investigators (one trainee doctor and two final year medical students), tried determining the diagnosis, initially without and afterwards with the use of PubMed and Google. Results A slight increase in the proportion of correct diagnoses obtained was seen following the employment of the formerly mentioned Internet resources, specifically 15.4%, 2.9%, and 11.5% increase for the 3 investigators respectively (from 17 correct diagnoses out of the 26 cases to 21 correct diagnoses out of 26 for investigator A, from 11/26 to 12/26 for investigator B, and from 11/26 to 13/26 for investigator C). This increase was not statistically significant. One investigator was helped more by Google, one by PubMed, and one was equally assisted by the two resources. Conclusions We believe that these preliminary findings justify the induction of further studies in order to clarify whether resources such as PubMed and Google may substantially aid physicians and medical students in the differential diagnosis process. DA - 2009/12/01/ PY - 2009 DO - 10.1016/j.ejim.2009.07.014 DP - ScienceDirect VL - 20 IS - 8 SP - 788 EP - 790 J2 - European Journal of Internal Medicine LA - en SN - 0953-6205 ST - Do PubMed and Google searches help medical students and young doctors reach the correct diagnosis? UR - https://www.sciencedirect.com/science/article/pii/S0953620509001563 Y2 - 2022/11/10/03:00:15 L2 - https://www.sciencedirect.com/science/article/abs/pii/S0953620509001563 KW - World Wide Web KW - Internet KW - Search engine KW - Medical education KW - Differential diagnosis ER - TY - JOUR TI - Factors affecting the continuation to use and e-WOM intention of online library resources by university students: A study in Indonesia AU - Ramadhan, Arief AU - Hidayanto, Achmad Nizar AU - Evik, Cindy Sonesha AU - Rizkiandini, Nabila AU - Rahimullah, Nadia Adilah AU - Muthiah, Riana Hasna AU - Anggreainy, Maria Susan AU - Phusavat, Kongkiti T2 - The Journal of Academic Librarianship AB - Online library resources can act as a trusted source to find various references for conducting research or writing research papers. With the increasing number of published papers, the use of online library resources becomes increasingly important for academics, including for university students. This study aims to investigate the factors that lead to the continued use of online library resources among university students in developing countries, especially Indonesia. We investigate the impact of resource quality, confirmation, satisfaction, perceived use­ fulness, perceived ease of use, and perceived enjoyment of users on their intention to continue using online li­ brary resources and the effect on e-WOM intention. This study will enhance the Post-Acceptance Model of Information System (IS) Continuance by adding several other constructs and tested using data from 215 uni­ versity students in Indonesia who have used online library resources. The method used to analyze the data is Partial Least Squares-Structural Equation Modeling (PLS-SEM). The results of the study indicate that satisfaction and perceived enjoyment have a significant effect on the intention to continue using online library resources. In addition, it was also found that the continuation intention to use online library resources also affects the user's intention to convey it to others (e-WOM intention). This study provides insight to online library resources service providers in making improvements and formulating strategies to increase users' intentions to continue using their online library resources. DA - 2022/11// PY - 2022 DO - 10.1016/j.acalib.2022.102592 DP - DOI.org (Crossref) VL - 48 IS - 6 SP - 102592 J2 - The Journal of Academic Librarianship LA - en SN - 00991333 ST - Factors affecting the continuation to use and e-WOM intention of online library resources by university students UR - https://linkinghub.elsevier.com/retrieve/pii/S0099133322001082 Y2 - 2022/11/10/03:11:26 L1 - https://pdf.sciencedirectassets.com/272069/1-s2.0-S0099133322X00050/1-s2.0-S0099133322001082/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEHMaCXVzLWVhc3QtMSJHMEUCICI4sduPkfCuWXHwIqwQPg%2F4B6s7ZYP2TCBOFRgH6piFAiEA5DbUcKaDOQIjslV%2BkcSb5%2FxvSdtSsRMQM%2FYW7qMSnGkqzAQIaxAFGgwwNTkwMDM1NDY4NjUiDBsFOBDyh4UtfysSnyqpBDXODdkGSy3in09t%2FexPpuXv4ndca3W1RlHCgqqfaB2hIipauz99CEyr%2FSO%2F9vXBAGR6%2F4oesOyRt24plYWxiWWKTfFsvHO49ncSaQn0W0VJS%2B99dczxMTfb4JaOW1tDh4Not5nyTYu6pcP4%2FNgHyfsLz%2FrWT2ilcjOkcOtVnRk8iqRNzGL63lEzOfwljnWQBl7X2qnPsp9PUPY9gc8C4Rm0OpiGstTTN9%2F1JVHktfIlrZ9RVVTbii5BMufzK0k3nh%2FIOEQoIkySgYMAo%2BuvlfD20AfXYi9Qw0pR%2Fvofefr7mvmKoKw8fVFyC7NOsdJaLJPiyfxWHbXZkmJeV9wZ8XYXf0qQDyU150SQ%2BkeE73zzwnuZAgW2zFJ1%2BQhGZGCmMTQ7KhaMURiSePL831aDMbKgGdnJxGDkg4YZzGjpLvM8LS5HXfnbtzP0mjpLvRnohyy2kuaxoq9MuryuQTdvJRM3NI5TAfigDWwkFdYTTkB%2BvucLENEVBPrwJvqD3l6eEuLy0jAY%2BqITCa2SlZniebkrC17Vs8UUqf7xNeqpCa4h4QILV2CCkdsyr%2BF%2BxGhbZJUihiaoTwMm71MeHwp8PgxsIroakeTDnXovlOhf%2FZdt1GO2cAQRatOXMXdxZZiy3by4%2BPQk%2BSHcCQDBcdzXj6ceJHYWq%2B7wBSu2RD3%2FAi17nD43Dyn5p8MHZwN2R9XPvfDXsIHspA4xpX3zB4btpLQ0ABmKBATklo8wu7yxmwY6qQFyD1iyAMAvPsfVMNVhPSXnG4po9eez88x9GweFK07C7qQD3Dwsruy8UHHJFb%2BkcA%2BwtIJghluK%2FbtYI3oTQvF0Eui0jFB462lyTwCVihG6tp4NWdXGVMrG08Id96xrKlIPBfvxGVdWmcSkJ5tR%2BHeD6g7MFgPxhvtKCX4wIvYCVr1UaSeMbKBX59lXJksKKbi6qYkHHIET%2B9ufJOyyYt%2BQOVdZey2remVj&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20221110T030912Z&X-Amz-SignedHeaders=host&X-Amz-Expires=299&X-Amz-Credential=ASIAQ3PHCVTY4NW6J2MR%2F20221110%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=d69383903fffb4cb3afe4e4c0b82264a33680176d727b8252bb275bb28cd5154&hash=65037ace0298e89e67f5a6133e1b887182a06521a9801cb936c05b61642f6466&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S0099133322001082&tid=spdf-79ec702a-c410-4a76-a9d6-1423e21bee68&sid=e1e6a5331e69f040c71a3c243e8893c42249gxrqb&type=client&ua=515950065c5058560358&rr=767b9689b86147fe ER - TY - JOUR TI - Factors affecting the continuation to use and e-WOM intention of online library resources by university students: A study in Indonesia AU - Ramadhan, Arief AU - Hidayanto, Achmad Nizar AU - Evik, Cindy Sonesha AU - Rizkiandini, Nabila AU - Rahimullah, Nadia Adilah AU - Muthiah, Riana Hasna AU - Anggreainy, Maria Susan AU - Phusavat, Kongkiti T2 - The Journal of Academic Librarianship AB - Online library resources can act as a trusted source to find various references for conducting research or writing research papers. With the increasing number of published papers, the use of online library resources becomes increasingly important for academics, including for university students. This study aims to investigate the factors that lead to the continued use of online library resources among university students in developing countries, especially Indonesia. We investigate the impact of resource quality, confirmation, satisfaction, perceived use­ fulness, perceived ease of use, and perceived enjoyment of users on their intention to continue using online li­ brary resources and the effect on e-WOM intention. This study will enhance the Post-Acceptance Model of Information System (IS) Continuance by adding several other constructs and tested using data from 215 uni­ versity students in Indonesia who have used online library resources. The method used to analyze the data is Partial Least Squares-Structural Equation Modeling (PLS-SEM). The results of the study indicate that satisfaction and perceived enjoyment have a significant effect on the intention to continue using online library resources. In addition, it was also found that the continuation intention to use online library resources also affects the user's intention to convey it to others (e-WOM intention). This study provides insight to online library resources service providers in making improvements and formulating strategies to increase users' intentions to continue using their online library resources. DA - 2022/11// PY - 2022 DO - 10.1016/j.acalib.2022.102592 DP - DOI.org (Crossref) VL - 48 IS - 6 SP - 102592 J2 - The Journal of Academic Librarianship LA - en SN - 00991333 ST - Factors affecting the continuation to use and e-WOM intention of online library resources by university students UR - https://linkinghub.elsevier.com/retrieve/pii/S0099133322001082 Y2 - 2022/11/10/03:11:29 L1 - https://pdf.sciencedirectassets.com/272069/1-s2.0-S0099133322X00050/1-s2.0-S0099133322001082/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEHMaCXVzLWVhc3QtMSJHMEUCICI4sduPkfCuWXHwIqwQPg%2F4B6s7ZYP2TCBOFRgH6piFAiEA5DbUcKaDOQIjslV%2BkcSb5%2FxvSdtSsRMQM%2FYW7qMSnGkqzAQIaxAFGgwwNTkwMDM1NDY4NjUiDBsFOBDyh4UtfysSnyqpBDXODdkGSy3in09t%2FexPpuXv4ndca3W1RlHCgqqfaB2hIipauz99CEyr%2FSO%2F9vXBAGR6%2F4oesOyRt24plYWxiWWKTfFsvHO49ncSaQn0W0VJS%2B99dczxMTfb4JaOW1tDh4Not5nyTYu6pcP4%2FNgHyfsLz%2FrWT2ilcjOkcOtVnRk8iqRNzGL63lEzOfwljnWQBl7X2qnPsp9PUPY9gc8C4Rm0OpiGstTTN9%2F1JVHktfIlrZ9RVVTbii5BMufzK0k3nh%2FIOEQoIkySgYMAo%2BuvlfD20AfXYi9Qw0pR%2Fvofefr7mvmKoKw8fVFyC7NOsdJaLJPiyfxWHbXZkmJeV9wZ8XYXf0qQDyU150SQ%2BkeE73zzwnuZAgW2zFJ1%2BQhGZGCmMTQ7KhaMURiSePL831aDMbKgGdnJxGDkg4YZzGjpLvM8LS5HXfnbtzP0mjpLvRnohyy2kuaxoq9MuryuQTdvJRM3NI5TAfigDWwkFdYTTkB%2BvucLENEVBPrwJvqD3l6eEuLy0jAY%2BqITCa2SlZniebkrC17Vs8UUqf7xNeqpCa4h4QILV2CCkdsyr%2BF%2BxGhbZJUihiaoTwMm71MeHwp8PgxsIroakeTDnXovlOhf%2FZdt1GO2cAQRatOXMXdxZZiy3by4%2BPQk%2BSHcCQDBcdzXj6ceJHYWq%2B7wBSu2RD3%2FAi17nD43Dyn5p8MHZwN2R9XPvfDXsIHspA4xpX3zB4btpLQ0ABmKBATklo8wu7yxmwY6qQFyD1iyAMAvPsfVMNVhPSXnG4po9eez88x9GweFK07C7qQD3Dwsruy8UHHJFb%2BkcA%2BwtIJghluK%2FbtYI3oTQvF0Eui0jFB462lyTwCVihG6tp4NWdXGVMrG08Id96xrKlIPBfvxGVdWmcSkJ5tR%2BHeD6g7MFgPxhvtKCX4wIvYCVr1UaSeMbKBX59lXJksKKbi6qYkHHIET%2B9ufJOyyYt%2BQOVdZey2remVj&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20221110T030912Z&X-Amz-SignedHeaders=host&X-Amz-Expires=299&X-Amz-Credential=ASIAQ3PHCVTY4NW6J2MR%2F20221110%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=d69383903fffb4cb3afe4e4c0b82264a33680176d727b8252bb275bb28cd5154&hash=65037ace0298e89e67f5a6133e1b887182a06521a9801cb936c05b61642f6466&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S0099133322001082&tid=spdf-79ec702a-c410-4a76-a9d6-1423e21bee68&sid=e1e6a5331e69f040c71a3c243e8893c42249gxrqb&type=client&ua=515950065c5058560358&rr=767b9689b86147fe ER - TY - JOUR TI - Where and how early career researchers find scholarly information AU - Nicholas, David AU - Boukacem-Zeghmouri, Cherifa AU - Rodríguez-Bravo, Blanca AU - Xu, Jie AU - Watkinson, Anthony AU - Abrizah, A. AU - Herman, Eti AU - Świgoń, Marzena T2 - Learned Publishing AB - This article presents findings from the first year of the Harbingers research project started in 2015. The project is a 3-year longitudinal study of early career researchers (ECRs) to ascertain their current and changing habits with regard to information searching, use, sharing, and publication. The study recruited 116 researchers from seven countries (UK, USA, China, France, Malaysia, Poland, and Spain) and performed in-depth interviews by telephone, Skype, or face-to-face to discover behaviours and opinions. This paper reports on findings regarding discovery and access to scholarly information. Findings confirm the universal popularity of Google/Google Scholar. Library platforms and web-scale discovery services are largely unmentioned and unnoticed by this user community, although many ECRs pass through them unknowingly on the way to authenticated use of their other preferred sources, such as Web of Science. ECRs are conscious of the benefits of open access in delivering free access to papers. Social media are widely used as a source of discovering scholarly information. ResearchGate is popular and on the rise in all countries surveyed. Smartphones have become a regularly used platform on which to perform quick and occasional searches for scholarly information but are only rarely used for reading full text. DA - 2017/// PY - 2017 DO - 10.1002/leap.1087 DP - Wiley Online Library VL - 30 IS - 1 SP - 19 EP - 29 LA - en SN - 1741-4857 UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/leap.1087 Y2 - 2022/11/10/03:20:27 L1 - https://onlinelibrary.wiley.com/doi/pdfdirect/10.1002/leap.1087 L2 - https://onlinelibrary.wiley.com/doi/full/10.1002/leap.1087 ER - TY - JOUR TI - Leveraging library trust to combat misinformation on social media AU - Sullivan, M. Connor T2 - Library & Information Science Research AB - One reason librarians are confident they have a role to play in fighting misinformation is the level of trust in libraries as institutions. Exactly how they might leverage that trust remains unclear and untested. Building on recent work in correcting health misperceptions on social media, this study tests whether libraries can leverage trust to combat misinformation online. Using a misperception about the influenza vaccine as a test case, an experiment (n = 625) was conducted in fall 2018 using Amazon's Mechanical Turk. Results suggest that the misperception can be reduced, but not by library institutions. An unsuccessful follow-up (n = 600) suggests that the effectiveness of the correction is season dependent and opens the possibility that libraries may yet play a role, but not necessarily because they are trusted. Future library proposals for combating misinformation need to be developed and tested within a broader contemporary misinformation research program. DA - 2019/01/01/ PY - 2019 DO - 10.1016/j.lisr.2019.02.004 DP - ScienceDirect VL - 41 IS - 1 SP - 2 EP - 10 J2 - Library & Information Science Research LA - en SN - 0740-8188 UR - https://www.sciencedirect.com/science/article/pii/S0740818819300076 Y2 - 2022/11/10/03:52:00 L1 - https://www.sciencedirect.com/science/article/pii/S0740818819300076/pdfft?md5=afc714c4d5d9f1fd9a3a75c2d4db7cb5&pid=1-s2.0-S0740818819300076-main.pdf&isDTMRedir=Y L2 - https://www.sciencedirect.com/science/article/pii/S0740818819300076 ER - TY - JOUR TI - Library log analysis and its implications for studying online information seeking behavior of cultural groups AU - Fu, Yaming AU - Lomas, Elizabeth AU - Inskip, Charles T2 - The Journal of Academic Librarianship AB - Log analysis, as one of the less overtly intrusive ways to study information seeking behavior online, has been used to closely monitor patterns of user system usage looking at activities and actions since the 1980s (Vill´en-Rueda et al., 2007). However, to date there have been limited studies discussing its usage in respect of information seeking behaviors of cultural groups in the academic library context. With the growth in international student numbers, the increasing remote use of the library service and a globally connected digital environment, the particular needs and behaviors of different cultural groups, when studying in different settings, merits far greater attention. DA - 2021/09// PY - 2021 DO - 10.1016/j.acalib.2021.102421 DP - DOI.org (Crossref) VL - 47 IS - 5 SP - 102421 J2 - The Journal of Academic Librarianship LA - en SN - 00991333 UR - https://linkinghub.elsevier.com/retrieve/pii/S0099133321001129 Y2 - 2022/11/10/04:01:36 L1 - https://pdf.sciencedirectassets.com/272069/1-s2.0-S0099133321X00043/1-s2.0-S0099133321001129/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEHMaCXVzLWVhc3QtMSJGMEQCIGGa%2B1ZPv0bK7z8nMXk4JPmE8q2q3vdhHal%2Fug68jYxWAiBl1rHspjfFMn86ENx6D9P2atfdMaDhASbMviIHSrUV%2BirMBAhsEAUaDDA1OTAwMzU0Njg2NSIM2eWN%2FXbcPqHMhcdYKqkEzpuF2S3OcruSmMAtXAVVaXaBQPWN9iEPWQ%2BhhS4a3p8EiW8fqc%2B3e%2F3EDRlrlYPdg%2Fdx3Qyfrc2og9y%2BWbZ44LbTJ%2BxktlWLgzyJmAEwCQZO%2Buw60YfzwEcS2RpP%2FbiuCS1HUZezNPR5auBf3ZkEdlm8czQjlKe4z%2BB%2BDVYszYKraYy7IF03BkezAR9Bio46zjsgdDrtdwDuhBJ6KdFIfUVwFrI8wr9oJYvCImuK6lj9sxL4D%2F50%2FBijFiNUcFi1kULlyQNPGGBRClspwgzxPE4xJ1c8IJzY%2FqTbn8gt188m2ZbmxFyMhQoTCX7VtU%2FMD801eh5h%2FeEVSJtjBaj4hc1NZjZhkweY5fDKlOIm7yP5iN9Mt2m65%2BU04F1jaMchx3Hb0F0xm0W%2FfbrpI7XFOJVpKAaZGE%2BFD79Wn2wYJy05fvpnfih3gzYMZtQoz8UUezjx%2FTzU3WedAXaudk%2FKjEdc%2F53KmQGi3zLXd%2FGcBgtQMhCk%2FHhHfl99uUH3Cjvs45jL%2Bcb6TGUTYGA6ntyWWylb2VehMX2UdxocRDdf3%2F7XZn9ReAKINTnsKlfej81UCCbghrUsP2wHPxkYQp050%2FoIMlJtROIhnXTdzQpKe750FQWhwlT4qSexum1d0MLoV1okRcuf7l8qDw8Us2JmARA0vQYbrJJ4yXYYbaRbPX%2FPiveiYXidzRYr16aMykkmdyiGdzU3Hi924zLgxL0AaAQfK7dGcIxhDzD9zLGbBjqqAcIThYGRxn7qnYz7e%2FDSYL6XWKY22FhO87FAnB6ZZhVC%2BQlr5Nnt%2F5y91isJRbB5H7NzqDiNrlgNUOAtJ4erSqltWKwXf5JqBQzpDGmiWrS7EcyTLMbgavJtPdKJr1L93MQa7U8fUbLpYzFNVBjS%2Bn2Zg5UzXt5P%2BlfuBWTnBuKTE6y5d1vMskw%2FTt5smI94QTRr2ny9mbQzblS%2BpUNgW%2F71lBxihQ8Tcrbr&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20221110T035803Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTY6C2ZWYGO%2F20221110%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=9f1ece3cf6117f02dddeb93d008242a908d5da3d4afaee0f4b279c661adbb458&hash=eaaa21e35001ab29733bb5641a900eada5662b2d11832e74f4348be15a6d606c&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S0099133321001129&tid=spdf-d30cf224-ca22-414a-b7c4-5b4d66460e50&sid=e1e6a5331e69f040c71a3c243e8893c42249gxrqb&type=client&ua=51595006010351595001&rr=767bde161a4fa132 ER - TY - JOUR TI - Users' searching behaviour in using online databases at Vietnam National University – Ho Chi Minh City AU - Hong, Sinh Nguyen AU - Thi, Hong Nhung Hoang T2 - Library Management AB - Purpose– This paper seeks to focus on identifying the searching behaviours of users, their difficulties as well as their expectations from library supports while using online databases at the Central Library of Vietnam National University – Ho Chi Minh City.Design/methodology/approach– Usage reports of six online databases subscribed by the Central Library were analyzed, a survey by emailing users a questionnaire and four deep interviews were conducted.Findings– The amount of usage increases yearly, however it is still low in comparison with the number of subscribers who have registered for using online databases. Users did search for their research and study rather than for their teaching or professional knowledge update. Often they looked for journal articles and theses rather than e‐books. Key words and titles were used the most when searching. Reading the guidance from the library websites or from the databases was most used. This suggested that most users did not know how to use the databases and preferred to learn by themselves. Email was preferred by users to communicate with library staff. English language and database searching skills were the biggest barriers preventing users from employing online databases.Originality/value– This paper provides an understanding of users' behaviours and suggests that it is necessary to assist users in using online databases in Vietnam universities. Up to now, these issues have not been known. They are relevant to improving the utilization of online databases. DA - 2012/01/01/ PY - 2012 DO - 10.1108/01435121211279821 DP - Emerald Insight VL - 33 IS - 8/9 SP - 458 EP - 468 SN - 0143-5124 UR - https://doi.org/10.1108/01435121211279821 Y2 - 2022/11/10/04:19:24 L1 - http://www.emerald.com/insight/content/doi/10.1108/01435121211279821/full/pdf?title=users039-searching-behaviour-in-using-online-databases-at-vietnam-national-university-ho-chi-minh-city ER - TY - JOUR TI - Information literacy supporting student motivation and performance: Course-level analyses AU - Flierl, Michael AU - Bonem, Emily AU - Maybee, Clarence AU - Fundator, Rachel T2 - Library & Information Science Research AB - Examining data from over 3000 students in 102 course sections across seven colleges of a large, public, research intensive university in the United States, this study investigates the relationships between information literacy (IL) and course-level academic performance and student perceptions of their learning environments. The results provide evidence of the following: 1) students who synthesize information and communicate the results tend to perceive higher levels of motivation than students who do so less often; 2) there is a significant positive relationship between synthesizing information and communicating the results and course level learning gains. The results point to the efficacy of IL being integrated into learning disciplinary course content, as well as the benefit of prioritizing high-order IL activities, such as synthesizing information, over other the aspects of IL, such as searching or formatting citations. DA - 2018/01/01/ PY - 2018 DO - 10.1016/j.lisr.2018.03.001 DP - ScienceDirect VL - 40 IS - 1 SP - 30 EP - 37 J2 - Library & Information Science Research LA - en SN - 0740-8188 ST - Information literacy supporting student motivation and performance UR - https://www.sciencedirect.com/science/article/pii/S0740818817303894 Y2 - 2022/11/10/04:31:41 L1 - https://www.sciencedirect.com/science/article/pii/S0740818817303894/pdfft?md5=a2727489fd1e5c6e545c409e43588165&pid=1-s2.0-S0740818817303894-main.pdf&isDTMRedir=Y L2 - https://www.sciencedirect.com/science/article/pii/S0740818817303894 ER - TY - JOUR TI - Re-framing information literacy: Problem-based learning as informed learning AU - Diekema, Anne R. AU - Holliday, Wendy AU - Leary, Heather T2 - Library & Information Science Research AB - This study explores an online information literacy module that uses problem-based learning (PBL). The goal was to enable students to experience information literacy in a richer way, by moving away from a focus on locating information sources to one of information use in the construction of knowledge. A content analysis of the research journals and reflection papers of students (N=15) in a distance education school library media administration endorsement program suggests that PBL was an effective approach for some students, but not others. Some students were motivated by working on authentic problems, and at least half the students engaged deeply with information and discovered new questions and angles for research during the process. These students applied more sophisticated evaluation strategies and were more metacognitive in their thinking, assessing their progress and shifting strategies as they progressed through the module. DA - 2011/10/01/ PY - 2011 DO - 10.1016/j.lisr.2011.02.002 DP - ScienceDirect VL - 33 IS - 4 SP - 261 EP - 268 J2 - Library & Information Science Research LA - en SN - 0740-8188 ST - Re-framing information literacy UR - https://www.sciencedirect.com/science/article/pii/S0740818811000600 Y2 - 2022/11/10/05:21:54 L1 - https://www.sciencedirect.com/science/article/pii/S0740818811000600/pdfft?md5=7d07e067a5f4eac2a6a56a6aba340069&pid=1-s2.0-S0740818811000600-main.pdf&isDTMRedir=Y L2 - https://www.sciencedirect.com/science/article/pii/S0740818811000600 ER - TY - JOUR TI - The Impact of Problem-Based Learning on the Information Behavior and Literacy of Veterinary Medicine Students at University College Dublin AU - Dodd, Lorna T2 - The Journal of Academic Librarianship AB - Research was conducted on the impact of Problem-Based Learning (PBL) on the information seeking and literacy of veterinary students at University College Dublin. Data were collected using both quantitative and qualitative methods from students, academics and the librarian. Results showed that PBL has a significant impact on how students find and use information. DA - 2007/03/01/ PY - 2007 DO - 10.1016/j.acalib.2006.12.008 DP - ScienceDirect VL - 33 IS - 2 SP - 206 EP - 216 J2 - The Journal of Academic Librarianship LA - en SN - 0099-1333 UR - https://www.sciencedirect.com/science/article/pii/S0099133306002266 Y2 - 2022/11/10/08:11:46 L2 - https://www.sciencedirect.com/science/article/abs/pii/S0099133306002266 ER - TY - JOUR TI - Case-based, problem-based learning Information literacy for the real world AU - Carder, Linda AU - Willingham, Patricia AU - Bibb, David T2 - Research Strategies AB - Case-based, problem-based learning (CBPBL) is a student-centered approach that uses tightly focused minicases to help students demonstrate their ability to identify their information needs. It has been used successfully in science and medical learning, and lends itself easily to helping students develop the critical thinking skills that lead to information literacy. In this approach, after students are provided with a minicase, they control the chalkboard and direct their own learning by initiating the topics and setting the agenda that will lead to solving the case. The instructor’s task is to serve as a facilitator, asking questions only when it serves to help clarify students’ thinking, and guiding group processes when necessary. D 2003 Elsevier Science Inc. All rights reserved. DA - 2001/// PY - 2001 DP - Zotero SP - 10 LA - en L1 - https://pdf.sciencedirectassets.com/272056/1-s2.0-S0734331000X00134/1-s2.0-S0734331002000873/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEHcaCXVzLWVhc3QtMSJHMEUCICKnfP34F63LZleeH7oyONZbfObwrQ8bKJE%2FnLyxNiFZAiEArX3AOZ0u6VilZwOlEBah5wsmEiBkrX0%2B2Y28S7TC35cqzAQIcBAFGgwwNTkwMDM1NDY4NjUiDHAJasFJySIdo4%2FS4CqpBDqpUhCD%2Fjdi%2Fq%2Brk1Y5DNNyIffXXMCEUFFMGWp7eN9MSzb3FQ3MpIak9blh8piYpDTrYOXg3Y1P8gNODnZ5XhBHNSkxDHkmbAtcd3F%2Bmj2azof1qzTfC0G1SVLHc%2BNDK794CISJ1cGljb2ni8Az8Z5vXADTqXtwGp9%2FS7CS2fqtS7Noo%2BLfqi3x0c8K%2B92gRf3WUAUToHBtiblqLqR%2FsdWZhclt%2FFELHd9CYNYvrjRoi%2BBwSvUjp8IqUwDfE3iY7qRAR%2FHwR9WWnY7b8R7Oik0HwZsQBVC%2BKz6mOGZ5kK%2B3ab7y%2BfGx%2FxAax3vWNPR8nn0C06qhrFTqliGH1o34pxE8r4XootJQge8YtwYn6EZKZzPMh2Qbrhm8YxvXMIhzoHXR9l4GBNcwKNqvqe0cqbzvTvrUarZJRVp8WsEsVvwu6aMgrQnW1VYO%2FqB3RroQIhHxxEySbwY9Sd3VIePKOEaenN2LXteqkSGw1IuHAc06ioocdOv7sCjfaf220iH%2BG4t6Rs7uGfjRLRvs0gQ1ANN%2F851f%2B2TUIVPY0NNK8kEYV2c7iB6XQLvEdkWXworGnXaSWqa800gs9aAxec4aLlJxcmcEC8IzdWk0mulK7jeX1O0liDbZhxrSPwfRzZJ330nThmuU9pGDZKhSNgM%2Fl0mX2P2t2g662AY7k3igQ6PyPKSqLmr5K%2BsJRvP4sRdvzzNxFr%2FAlGt9aWGDR9nKnSkT40vFo6q9NsAw9cKymwY6qQGreLuvNPRVheZIXAPNLEra9dGGQQyEpVf4VBRtLAZeLci095xf5Mx%2Bkdg8DfQfahRClzoc75MU6DkKJ1X5ezqpPETvh2QgTSAj8O7LNqf%2F6VmuXjqLWP5XkxMEcz1xHg2JpRojxjyLHr8c8QqqKNSyyr8io29zsuM0SLoNRxALVWYZiQ%2FAmI1J7rYeKFwbLwVYrJmjYhAzYOvISRSunOGLbF16Jzi7bOdO&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20221110T081310Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTYTG2QIJCG%2F20221110%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=29bedd7020927259803ed433e2dddaf54dbee658810e589a713bec0867b485b5&hash=46c7dbfb37ae7fa6a2105c99a0377a347072f6ef18697fc17b36d828504c3e26&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S0734331002000873&tid=spdf-2132ad1b-e5c7-482d-acdb-43fe5007c4a4&sid=e1e6a5331e69f040c71a3c243e8893c42249gxrqb&type=client&ua=51595000505503570006&rr=767d53c8afe7a3f2 ER - TY - JOUR TI - Which academic search systems are suitable for systematic reviews or meta-analyses? Evaluating retrieval qualities of Google Scholar, PubMed, and 26 other resources AU - Gusenbauer, Michael AU - Haddaway, Neal R. T2 - Research Synthesis Methods AB - Rigorous evidence identification is essential for systematic reviews and meta-analyses (evidence syntheses) because the sample selection of relevant studies determines a review's outcome, validity, and explanatory power. Yet, the search systems allowing access to this evidence provide varying levels of precision, recall, and reproducibility and also demand different levels of effort. To date, it remains unclear which search systems are most appropriate for evidence synthesis and why. Advice on which search engines and bibliographic databases to choose for systematic searches is limited and lacking systematic, empirical performance assessments. This study investigates and compares the systematic search qualities of 28 widely used academic search systems, including Google Scholar, PubMed, and Web of Science. A novel, query-based method tests how well users are able to interact and retrieve records with each system. The study is the first to show the extent to which search systems can effectively and efficiently perform (Boolean) searches with regards to precision, recall, and reproducibility. We found substantial differences in the performance of search systems, meaning that their usability in systematic searches varies. Indeed, only half of the search systems analyzed and only a few Open Access databases can be recommended for evidence syntheses without adding substantial caveats. Particularly, our findings demonstrate why Google Scholar is inappropriate as principal search system. We call for database owners to recognize the requirements of evidence synthesis and for academic journals to reassess quality requirements for systematic reviews. Our findings aim to support researchers in conducting better searches for better evidence synthesis. DA - 2020/// PY - 2020 DO - 10.1002/jrsm.1378 DP - Wiley Online Library VL - 11 IS - 2 SP - 181 EP - 217 LA - en SN - 1759-2887 ST - Which academic search systems are suitable for systematic reviews or meta-analyses? UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/jrsm.1378 Y2 - 2022/12/29/07:14:27 L1 - https://onlinelibrary.wiley.com/doi/pdfdirect/10.1002/jrsm.1378 L2 - https://onlinelibrary.wiley.com/doi/10.1002/jrsm.1378 KW - systematic review KW - evaluation KW - information retrieval KW - academic search systems KW - discovery KW - systematic search ER - TY - JOUR TI - Students' use of Wikipedia as an academic resource — Patterns of use and perceptions of usefulness AU - Selwyn, Neil AU - Gorard, Stephen T2 - The Internet and Higher Education AB - Wikipedia is now an established information source in contemporary society. With initial fears over its detrimental influence on scholarship and study habits now subsiding, this paper investigates what part Wikipedia plays in the academic lives of undergraduate students. The paper draws upon survey data gathered from students across two universities in Australia (n=1658), alongside follow-up group interview data from a subsample of 35 students. Analysis of this data suggests that Wikipedia is now an embedded feature of most students' study, although to a lesser extent than other online information sources such as YouTube and Facebook. For the most part, Wikipedia was described as an introductory and/or supplementary source of information — providing initial orientation and occasional clarification on study topics. While 87.5% of students reported using Wikipedia, it was seen to be of limited usefulness when compared with university-provided library resources, e-books, learning management systems, lecture recordings and academic literature databases. These findings were notably patterned in terms of students' gender, year of study, first language spoken and subject of study. DA - 2016/01/01/ PY - 2016 DO - 10.1016/j.iheduc.2015.08.004 DP - ScienceDirect VL - 28 SP - 28 EP - 34 J2 - The Internet and Higher Education LA - en SN - 1096-7516 UR - https://www.sciencedirect.com/science/article/pii/S1096751615000585 Y2 - 2022/12/29/07:16:50 L1 - https://dro.dur.ac.uk/16387/1/16387.pdf L2 - https://www.sciencedirect.com/science/article/abs/pii/S1096751615000585?via%3Dihub KW - Survey KW - Wikipedia KW - Undergraduates ER - TY - JOUR TI - Strategic Resource Use for Learning: A Self-Administered Intervention That Guides Self-Reflection on Effective Resource Use Enhances Academic Performance AU - Chen, Patricia AU - Chavez, Omar AU - Ong, Desmond C. AU - Gunderson, Brenda T2 - Psychological Science AB - Many educational policies provide learners with more resources (e.g., new learning activities, study materials, or technologies), but less often do they address whether students are using these resources effectively. We hypothesized that making students more self-reflective about how they should approach their learning with the resources available to them would improve their class performance. We designed a novel Strategic Resource Use intervention that students could self-administer online and tested its effects in two cohorts of a college-level introductory statistics class. Before each exam, students randomly assigned to the treatment condition strategized about which academic resources they would use for studying, why each resource would be useful, and how they would use their resources. Students randomly assigned to the treatment condition reported being more self-reflective about their learning throughout the class, used their resources more effectively, and outperformed students in the control condition by an average of one third of a letter grade in the class. DA - 2017/06/01/ PY - 2017 DO - 10.1177/0956797617696456 DP - SAGE Journals VL - 28 IS - 6 SP - 774 EP - 785 J2 - Psychol Sci LA - en SN - 0956-7976 ST - Strategic Resource Use for Learning UR - https://doi.org/10.1177/0956797617696456 Y2 - 2022/12/29/07:18:23 ER - TY - JOUR TI - Exploring early adolescents’ evaluation of academic and commercial online resources related to health AU - Kiili, Carita AU - Leu, Donald J. AU - Marttunen, Miika AU - Hautala, Jarkko AU - Leppänen, Paavo H. T. T2 - Reading and Writing AB - This study assessed the ability of 426 students (ages 12–13) to critically evaluate two types of online locations on health issues: an academic resource and a commercial resource. The results indicated limited evaluation abilities, especially for the commercial resource, and only a small, partial association with prior stance and offline reading ability. Only about half (51.4%) of the students questioned the credibility of the commercial online resource and only about 19% of the students showed an ability to fully recognize commercial bias. Wide variation existed in students’ ability to evaluate online information, as approximately one-fourth of the students performed poorly when evaluating the overall credibility of both online resources and one-fourth performed well. Logistic regression models showed that offline reading skills accounted for only 8.8% of the variance for the academic online resource and 15.1% of that for the commercial resource. No association appeared between evaluation and background knowledge, although an association with prior stance was observed for each online resource. The results are discussed in light of previous research and the need to pay greater attention to the critical evaluation of online resources during classroom instruction. DA - 2018/03/01/ PY - 2018 DO - 10.1007/s11145-017-9797-2 DP - Springer Link VL - 31 IS - 3 SP - 533 EP - 557 J2 - Read Writ LA - en SN - 1573-0905 UR - https://doi.org/10.1007/s11145-017-9797-2 Y2 - 2022/12/29/07:20:45 L1 - https://jyx.jyu.fi/bitstream/123456789/57092/1/exploring%20early%20adolescents%20evaluation%20ofonline%20resources.pdf KW - Evaluation KW - Adolescents KW - Digital literacy KW - Critical reading KW - Online reading ER - TY - JOUR TI - Factors affecting undergraduates’ selection of online library resources in academic tasks: Usefulness, ease-of-use, resource quality, and individual differences AU - Joo, Soohyung AU - Choi, Namjoo T2 - Library Hi Tech AB - Purpose– The purpose of this paper is to explore multiple factors affecting online library resource selection by undergraduate students. Three dimensions of factors are investigated including usefulness and ease-of-use, resource quality, and individual differences. Design/methodology/approach– An instrument was developed to measure various aspect factors and online library resource use intention. A survey was administered to 332 undergraduate students. Quantitative analysis, including structural equation modeling, ANOVA, and t-tests, was used to statistically examine the effects of the identified 11 factors on the use intention of online library resources. Findings– The findings indicated that both usefulness and ease-of-use positively influenced the undergraduates’ use intention of online library resources. Also, five resource quality constructs – accessibility, credibility, coverage, currency, and format – were the determinants of online library resources use intention. Interestingly, the effect of accessibility was the strongest, while that of credibility was the weakest. In addition, this study found that familiarity with sources and use of good search skills had a significant effect on users’ use intention at the individual user level. Originality/value– This study is one of the few studies investigating multiple factors comprehensively that influence online library resource selection. DA - 2015/01/01/ PY - 2015 DO - 10.1108/LHT-01-2015-0008 DP - Emerald Insight VL - 33 IS - 2 SP - 272 EP - 291 SN - 0737-8831 ST - Factors affecting undergraduates’ selection of online library resources in academic tasks UR - https://doi.org/10.1108/LHT-01-2015-0008 Y2 - 2022/12/29/07:22:34 L1 - https://www.emerald.com/insight/content/doi/10.1108/LHT-01-2015-0008/full/pdf?casa_token=V2qUnuetwvwAAAAA:6ISK6Aiu5rE9l5wHMCNrzGso1m5vDjRz_0ALL5G7L8G6MbLBkgP0eyUnDhY6GHPzKkNBo70vuoEmRhQSOnNjR09tLZD4zdA1ayfBIHKXW_-TMuBPHg ER - TY - JOUR TI - Evaluating the impact of digital library database resources on the productivity of academic research AU - Rafi, Muhammad AU - JianMing, Zheng AU - Ahmad, Khurshid T2 - Information Discovery and Delivery AB - Purpose Digital library database resources have a significant impact on stimulating the research culture in higher education. The use of digital databases makes it possible to understand intellectual growth, research productivity, planning and identification of user information needs. Evaluating the effectiveness of user database resource utilization and research, the purpose of this study is to assist management in developing an excellent academic policy. Design/methodology/approach This study establishes a quantitative method to analyze the productivity of academic research using digital databases. The secondary data extracted from the databases of 52 universities provided by Higher Education Commission (HEC) and the literature published on the Institute of Scientific Information (ISI) Web of Science. The statistical technique simple linear regression was used to analyze the data for understanding the impact of independent variables the “digital databases” on the dependent variable “research productivity”. Findings The result of the coefficient of multiple determination, R-squared, R2 0.679, indicated 67 per cent impact of the predictor on the outcome variable. However, the standardized coefficient Beta 0.824 revealed 82 per cent impact of the individual predictor on the outcome variable. Overall, the result of linear regression showed a significant effect of independent variables on the dependent variable. Besides, the result of correlation and the strength of association between the database resources and the academic publication was significant (p < 0.005). Practical implications This research work is a supportive tool for managing gaps and promoting the development of necessary measures to develop strategies and solutions to create a better academic environment. The ultimate use of standard database resources can foster higher academic research to develop innovative ideas and improve researchers’ cognitive abilities. Originality/value From Pakistan’s point of view, this study is the first one that gives insight into the intellectual growth of young researchers in higher education. The study provides first-hand information on the use of database resources and their significant impact on the productivity of academic research. DA - 2018/01/01/ PY - 2018 DO - 10.1108/IDD-07-2018-0025 DP - Emerald Insight VL - 47 IS - 1 SP - 42 EP - 52 SN - 2398-6247 UR - https://doi.org/10.1108/IDD-07-2018-0025 Y2 - 2022/12/29/07:23:49 L2 - https://www.emerald.com/insight/content/doi/10.1108/IDD-07-2018-0025/full/html KW - Digital contents KW - Research productivity KW - Database utilization KW - Famous databases KW - HEC digital library KW - Research publications ER - TY - JOUR TI - An Electronic Library-based Learning Environment for Supporting Web-based Problem-Solving Activities AU - Tsai, Pei-Shan AU - Hwang, Gwo-Jen AU - Tsai, Chin-Chung AU - Hung, Chun-Ming AU - Huang, Iwen T2 - Educational Technology & Society AB - This study aims to develop an electronic library-based learning environment to support teachers in developing web-based problem-solving activities and analyzing the online problem-solving behaviors of students. Two experiments were performed in this study. In study 1, an experiment on 103 elementary and high school teachers (the learning activity designers) has been conducted to understand their views toward an electronic library-based learning environment. The results showed that with this innovative approach, electronic libraries not only have the potential to support traditional in-class learning, but also can assist teachers in developing learning activities for training students in web-based problem-solving abilities. Moreover, teachers of different ages and backgrounds all readily accepted the new approach, in particular, the older and more experienced teachers showed even higher willingness to use the system than the younger and less experienced teachers. In study 2, a quasi-experiment on 62 elementary school students (experimental group with 31 students and control group with 31 students) has been undertaken on a natural science course for evaluating the effectiveness of the proposed approach. Experimental results showed that this innovative approach can improve the students’ learning achievements and attitudes in comparisons with the conventional web-based learning approach. DA - 2012/// PY - 2012 DP - Zotero VL - 15 IS - 4 SP - 252 EP - 264 LA - en ER - TY - JOUR TI - Library Use by Medical Students Engaging in Problem-based Learning: A Taiwanese Case Study AU - Chen, Kuan-Nien AU - Huang, In-Ting T2 - Libri AB - Article Library Use by Medical Students Engaging in Problem-based Learning: A Taiwanese Case Study was published on September 1, 2012 in the journal Libri (volume 62, issue 3). DA - 2012/09/01/ PY - 2012 DO - 10.1515/libri-2012-0020 DP - www.degruyter.com VL - 62 IS - 3 SP - 248 EP - 258 LA - en SN - 1865-8423 ST - Library Use by Medical Students Engaging in Problem-based Learning UR - https://www.degruyter.com/document/doi/10.1515/libri-2012-0020/html Y2 - 2023/01/04/04:01:53 ER - TY - CONF TI - Effective problem-based learning supported by digital library AU - Chuang, Ching-Pu AU - Chen, Chih-Ming AU - Hong, Chin-Ming AU - Lin, Yu-Ju T2 - 2011 International Conference on Electrical and Control Engineering AB - This study mainly assesses the differences between learning performance and the satisfaction of learners who use digital resources in Taiwan libraries' history digital library (organized digital resources) and the Google search engine (unorganized digital resources) in problem-solving learning for the same subject via the problem-based learning (PBL) mode. The study explores the advantages and characteristics of using digital archives to support PBL and offers suggestions that are helpful when using digital archives to support e-Learning. C3 - 2011 International Conference on Electrical and Control Engineering DA - 2011/09// PY - 2011 DO - 10.1109/ICECENG.2011.6056852 DP - IEEE Xplore SP - 6542 EP - 6546 L1 - https://ieeexplore.ieee.org/stampPDF/getPDF.jsp?tp=&arnumber=6056852&ref=aHR0cHM6Ly9pZWVleHBsb3JlLmllZWUub3JnL3N0YW1wL3N0YW1wLmpzcD9hcm51bWJlcj02MDU2ODUy L2 - https://ieeexplore.ieee.org/document/6056852/?arnumber=6056852 KW - Libraries KW - Internet KW - digital library KW - Navigation KW - Digital archive KW - Educational institutions KW - History KW - Problem-solving KW - problem-based learning KW - e-Learning supported by digital archives KW - Electronic learning ER - TY - JOUR TI - Problem-Based Learning: What and How Do Students Learn? AU - Hmelo-Silver, Cindy E. T2 - Educational Psychology Review DA - 2004/09// PY - 2004 DO - 10.1023/B:EDPR.0000034022.16470.f3 DP - DOI.org (Crossref) VL - 16 IS - 3 SP - 235 EP - 266 J2 - Educational Psychology Review LA - en SN - 1040-726X ST - Problem-Based Learning UR - http://link.springer.com/10.1023/B:EDPR.0000034022.16470.f3 Y2 - 2023/01/04/04:12:36 L1 - https://link.springer.com/content/pdf/10.1023/B:EDPR.0000034022.16470.f3.pdf?pdf=button ER - TY - JOUR TI - Problem-based learning: A strategy to foster generation Z's critical thinking and perseverance AU - Seibert, Susan A. T2 - Teaching and Learning in Nursing AB - Educators are concerned about Generation Z's inexperience with higher order critical thinking and tendency to give up or move on when faced with challenges. While acknowledging that this generation brings technological skills and an inclusive mindset that will enhance our profession, educators are challenged to adapt teaching strategies to promote critical thinking and foster perseverance. This manuscript will recount the attributes of Generation Z and describe problem-based learning as a strategy to enhance critical thinking and perseverance. DA - 2021/01/01/ PY - 2021 DO - 10.1016/j.teln.2020.09.002 DP - ScienceDirect VL - 16 IS - 1 SP - 85 EP - 88 J2 - Teaching and Learning in Nursing LA - en SN - 1557-3087 ST - Problem-based learning UR - https://www.sciencedirect.com/science/article/pii/S1557308720301049 Y2 - 2023/01/04/06:39:45 L1 - https://www.sciencedirect.com/science/article/pii/S1557308720301049/pdfft?md5=76e78467d4fe83a52551ce1dc508a65b&pid=1-s2.0-S1557308720301049-main.pdf&isDTMRedir=Y L2 - https://www.sciencedirect.com/science/article/pii/S1557308720301049?via%3Dihub KW - Critical thinking KW - Problem-based learning KW - Generation Z ER - TY - JOUR TI - Problem-based learning: A strategy to foster generation Z's critical thinking and perseverance AU - Seibert, Susan A. T2 - Teaching and Learning in Nursing AB - Educators are concerned about Generation Z's inexperience with higher order critical thinking and tendency to give up or move on when faced with challenges. While acknowledging that this generation brings technological skills and an inclusive mindset that will enhance our profession, educators are challenged to adapt teaching strategies to promote critical thinking and foster perseverance. This manuscript will recount the attributes of Generation Z and describe problem-based learning as a strategy to enhance critical thinking and perseverance. DA - 2021/01/01/ PY - 2021 DO - 10.1016/j.teln.2020.09.002 DP - ScienceDirect VL - 16 IS - 1 SP - 85 EP - 88 J2 - Teaching and Learning in Nursing LA - en SN - 1557-3087 ST - Problem-based learning UR - https://www.sciencedirect.com/science/article/pii/S1557308720301049 Y2 - 2023/01/04/06:55:31 L1 - https://www.sciencedirect.com/science/article/pii/S1557308720301049/pdfft?md5=76e78467d4fe83a52551ce1dc508a65b&pid=1-s2.0-S1557308720301049-main.pdf&isDTMRedir=Y L2 - https://www.sciencedirect.com/science/article/pii/S1557308720301049?via%3Dihub KW - Critical thinking KW - Problem-based learning KW - Generation Z ER - TY - JOUR TI - Critical thinking skill development: Analysis of a new learning management model for Thai high schools AU - Changwong, Ken AU - Sukkamart, Aukkapong AU - Sisan, Boonchan T2 - Journal of International Studies AB - Under the vision outlined in Thailand 4.0, critical thinking skills have become one of the key pillars of a new, knowledge-based economy. However, the 2015 Thailand Research Fund study that evaluated the logical thinking and analytical skills of 6,235 students in ten provinces of Thailand, found that the average score was 36.5%, with only 2.09% of all students passing. Recognizing the severity of the crisis, nine experts met in August 2017 as a focus group and were tasked by the researchers to help with the development of a new critical thinking learning management model. From this, a five-step learning management model was conceptualized, which the authors called the ‘PUSCU Model’. By means of cluster random sampling, 69 students were selected, from which two sub-groups were formed. One group of 35 experimental studies students, and one group consisting of 34 traditional learning students. The PUSCU model was tested for 16 weeks, from November 2016 through February 2017. The Statistical Package for the Social Sciences (SPSS) 21 software was used to conduct a one-way Multivariate Analysis Of Variance (MANOVA) to determine whether there were any differences between the control and the experimental groups. The results indicated that the experimental group had higher average scores in terms of critical thinking ability and academic achievement, and its members were satisfied with a high level of the model performance, particularly, with the instructor’s use of the developed learning materials. DA - 2018/06/30/ PY - 2018 DO - 10.14254/2071-8330.2018/11-2/3 DP - DOI.org (Crossref) VL - 11 IS - 2 SP - 37 EP - 48 LA - en SN - 2071-8330, 2306-3483 ST - Critical thinking skill development UR - http://www.jois.eu/?420,en_critical-thinking-skill-development-analysis-of-a-new-learning-management-model-for-thai-high-schools Y2 - 2023/01/04/07:13:36 L1 - https://www.jois.eu/files/3_435_Changwong%20et%20al.pdf ER - TY - JOUR TI - Is problem-based learning an ideal format for developing ethical decision skills? AU - Harasym, Peter H. AU - Tsai, Tsuen-Chiuan AU - Munshi, Fadi M. T2 - The Kaohsiung Journal of Medical Sciences AB - Ethical decision making is a complex process, which involves the interaction of knowledge, skills, and attitude. To enhance the teaching and learning on ethics reasoning, multiple teaching strategies have to be applied. A medical ethical reasoning (MER) model served as a framework of the development of ethics reasoning and their suggested instructional strategies. Problem-based learning (PBL), being used to facilitate students' critical thinking, self-directed learning, collaboration, and communication skills, has been considered effective on ethics education, especially when incorporated with experiential experience. Unlike lecturing that mainly disseminates knowledge and activates the left brain, PBL encourages “whole-brain” learning. However, PBL has several disadvantages, such as its inefficiency, lack of adequately trained preceptors, and the in-depth, silo learning within a relatively small number of cases. Because each school tends to utilize PBL in different ways, either the curriculum designer or the learning strategy, it is important to maximize the advantages of a PBL session, PBL then becomes an ideal format for refining students' ethical decisions and behaviors. DA - 2013/10/01/ PY - 2013 DO - 10.1016/j.kjms.2013.05.005 DP - ScienceDirect VL - 29 IS - 10 SP - 523 EP - 529 J2 - The Kaohsiung Journal of Medical Sciences LA - en SN - 1607-551X UR - https://www.sciencedirect.com/science/article/pii/S1607551X13001265 Y2 - 2023/01/18/02:15:37 L1 - https://www.sciencedirect.com/science/article/pii/S1607551X13001265/pdfft?md5=1046e7fe648e6385cb8590d5d54edb65&pid=1-s2.0-S1607551X13001265-main.pdf&isDTMRedir=Y L2 - https://www.sciencedirect.com/science/article/pii/S1607551X13001265 KW - Curriculum KW - Ethics reasoning KW - Medical cognition KW - Medical ethics KW - Problem-based learning ER - TY - JOUR TI - Developing the information literacy self‐efficacy scale AU - Serap Kurbanoglu, S. AU - Akkoyunlu, Buket AU - Umay, Aysun T2 - Journal of Documentation AB - Purpose – The main aim of this paper is to describe the development of a scale designed to measure self‐efficacy for information literacy. Design/methodology/approach – Cronbach's alpha, item analysis and item discrimination indices, principal component analysis, varimax rotation, and discriminant validity were used to measure reliability and validity of the scale. A 28‐item refined version of the scale was found highly reliable and of reasonable length. Findings – Further refinement based on principal component analysis indicated three major components, which allow approaching information literacy skills regarding to their complexity levels. Originality/value – The information literacy self‐efficacy scale is recommended to identify individuals with low self‐efficacy beliefs, which may be a significantly limiting factor for them to explore their information literacy skills. DA - 2006/01/01/ PY - 2006 DO - 10.1108/00220410610714949 DP - Emerald Insight VL - 62 IS - 6 SP - 730 EP - 743 SN - 0022-0418 UR - https://doi.org/10.1108/00220410610714949 Y2 - 2023/01/20/03:48:11 L1 - https://bby.hacettepe.edu.tr/yayinlar/Developing_the.pdf L2 - https://www.emerald.com/insight/content/doi/10.1108/00220410610714949/full/html KW - Information literacy KW - Measurement KW - Skills KW - Testing and instruments KW - Turkey ER -