Information Literacy Self-Efficacy of Medical Students: A Longitudinal Study

Meulemeester, Ann De; Maeseneer, Jan De; Mæyer, Sven De; Peleman, Renaat; Buysse, Heidi

doi:10.1007/978-3-030-13472-3_25

Cited by 5 publications

(5 citation statements)

References 14 publications

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“…Por lo tanto, se trata de una línea de investigación que suscita el interés de la comunidad científica y cuyos resultados son compartidos entre las diferentes plataformas divulgadoras. En este sentido, se establece una línea coincidente con lo expresado en estudios anteriores que evidencian estas palabras DE MAESENEER y col., 2019;BUYSSE y PELEMAN, 2018).…”

Section: Discussionunclassified

“…Los resultados obtenidos indicaron, en la mayoría de los casos, una mejoría en las habilidades de búsqueda, evaluación y selección de la información por parte de los estudiantes. Constructos como la autoeficacia presentada por cada sujeto a la hora de desempeñar habilidades informacionales protagonizan las líneas de múltiples trabajos en la literatura científica DE MAESENEER y col., 2019;BUYSSE y PELEMAN, 2018).…”

Section: Introductionunclassified

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Análisis sobre la productividad en torno a la alfabetización informacional en la etapa de Educación Superior

et al. 2021

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En la actualidad, la cantidad de información procedente de la red digital ha proliferado de una forma exponencial, a causa de la llegada de las tecnologías de la información y la comunicación (TIC). Como consecuencia, la necesidad de fomentar una formación en competencias informacionales se presenta como un desafío educativo de cara a afrontar fenómenos desinformativos actuales como es el caso de las fake news. En base a esto, en el presente trabajo se analiza desde el contexto internacional la evolución en torno a la productividad sobre alfabetización informacional en la etapa de Educación Superior. Para ello, se hace uso de diferentes indicadores bibliométricos que permiten sistematizar la información procedente de las bases de datos Web of Sciences y Scopus. Los resultados determinaron que la productividad sobre alfabetización informacional se encuentra en una fase de crecimiento, en el que diferentes autores e instituciones procedentes de diferentes lugares del mundo se encuentran publicando sobre este tópico. El estudio arrojó que la principal línea de publicación torna hacia el análisis de percepciones sobre esta competencia en estudiantes universitarios, el estudio sobre la inmersión de este compendio de destrezas en los planes curriculares, así como en la configuración de instrumentos de diferente naturaleza que permita analizar con exactitud este conjunto de habilidades. Por lo tanto, se aboga por la necesidad de continuar profundizando en el la inclusión de este conjunto de habilidades en la globalidad de disciplinas de la enseñanza superior.

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Section: Discussionunclassified

Section: Introductionunclassified

Análisis sobre la productividad en torno a la alfabetización informacional en la etapa de Educación Superior

et al. 2021

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“…Information processing is continuously influenced by new technological developments that cause the information society to change rapidly (De Meulemeester et al, 2019). Learning resources that are wide open on digital platforms have changed the educational landscape and have become a trend in searching for references to scientific literature (Mishra et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Prospective Science Teachers' Information Literacy and Scientific Argumentation Skills in Online Learning During COVID-19 Pandemic

Hidayati

Dasna

Munzil

et al. 2023

JPII

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This study aims to analyze prospective science teachers’ information literacy and scientific argumentation skills and their correlations in online learning during the COVID-19 pandemic. This survey research with a cross-sectional design involved 342 students from a state university in Surabaya. The survey was given online to all respondents with a response rate of 77%, consisting of 23 men and 241 women. The information literacy skill instrument was adapted from the eight indicators of the empowering eight model and declared valid. Indicators include the ability to identify, explore, select, organize, create, present, access input, and use information. The argumentation skills instrument consists of four indicators: the ability to identify claims and their qualifications, identify types of data and their quality, identify reasons and quality, and identify objections and counter-arguments. In contrast to the results of previous studies in this study, prospective teachers’ information literacy obtains an average of 83% in a good category. Based on the correct answers to the four indicators, the argumentation skills used obtained an average score of more than 50% on the less and very poor criteria. Based on the SPSS one-tailed correlation test, a correlation coefficient of 0.103 is obtained with very low criteria. This study concludes that students’ information literacy skills are in line with their argumentation skills but in very little correlation.

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“…Research exploration on information literacy in the context of higher education has been carried out by previous researchers (Dolničar & Podgornik, 2018;Kovářová, 2018;De Meulemeester et al, 2018;Novo & Bastos, 2018;White, 2019). In general, the previous research results have identified information literacy as having a relationship with critical thinking skills, motivation, and self-confidence in using the internet, and the relationship between information literacy skills and the type of assessment carried out.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Learning Experience on the Information Literacy of Students in the Ri-Png Border During Covid-19 Period

Fredy

Prihandoko

Anggawirya

2020

IJMMU

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The spread of the COVID-19 pandemic presents challenges for higher education institutions, especially in Indonesia's border areas. The transformation of face-to-face learning models to distance learning models impacts the learning experience of students, especially those who are completing writing research proposals and theses that require adequate information literacy skills. This study aims to explore the effect of student learning experiences on information literacy skills. The research data were obtained from respondents from four universities in Merauke. Purposive sampling technique is used with the criteria of students who have taken research methodology courses and are taking or have taken proposal seminar courses. One hundred respondents have filled out a questionnaire distributed online. Based on the data analysis, learning experiences contributed 17.60% to students' information literacy skills. Furthermore, each increase in student learning experiences will contribute to 0.40% of information literacy skills. These research findings can be valuable information to be developed to the next stage in making modules and learning media that can provide a good quality learning experience to improve student literacy skills, especially in writing research proposals/theses. With this module or learning media, it is hoped that it can prepare students to write research proposals and theses.

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Information Literacy Self-Efficacy of Medical Students: A Longitudinal Study

Cited by 5 publications

References 14 publications

Análisis sobre la productividad en torno a la alfabetización informacional en la etapa de Educación Superior

Análisis sobre la productividad en torno a la alfabetización informacional en la etapa de Educación Superior

Prospective Science Teachers' Information Literacy and Scientific Argumentation Skills in Online Learning During COVID-19 Pandemic

The Effect of Learning Experience on the Information Literacy of Students in the Ri-Png Border During Covid-19 Period

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