سواد اطلاعاتي رشته‌‌مبناي (تخصّصي) دانشجويان دانشگاه‌‌هاي ايران در سال تحصيلي 1396-1397

Disciplinary-based (Professional) Information Literacy of Iranian Students in the Academic Year of 2017-2018

هدف: سواد اطلاعاتي رشته‌‌‌مبنا اساس آموزش سواد اطلاعاتي به فراگيران براي كسب مهارت در اطلاع‌‌‌يابي در رشته تحصيلي خود است. هدف اين پژوهش پيمايشي-كاربردي تشخيص ميزان و سطح سواد اطلاعاتي رشته‌‌‌مبناي دانشجويان در سال تحصيلي 96-97 بود. روش: براي گردآوري داده‌‌‌ها پرسشنامۀ محقق‌‌‌ساختۀ روا و پايايي در باب سواد اطلاعاتي رشته‌‌‌مبنا در اختيار نمونه‌‌‌اي متشكل از 1875 دانشجو در انواع گروه‌‌‌ها و رشته‌‌‌هاي آموزشي و مقاطع تحصيلي و انواع دانشگاه‌‌‌هاي كشور قرار گرفت. يافته‌‌‌ها: طبق يافته‌‌‌ها، بيشتر دانشجويان (39/6درصد) سطح سواد اطلاعاتي رشته‌‌‌مبناي نسبتاً پاييني دارند و ميانگين نمرات آنان در حد متوسط (8/34) است. تفاوت نمرات دانشجويان از نظر گروه تحصيلي به نفع علوم پايه (با نمره 9/53)، از نظر مقطع تحصيلي به نفع دانشجويان تحصيلات تكميلي (با نمره 11/26) و از نظر نوع دانشگاه محل تحصيل به ضرر دانشگاه‌‌‌هاي غيرانتفاعي (با نمره 7/17) معنادار بود. نتيجه‌‌‌گيري: تدوين برنامه‌‌‌هاي درسي تلفيق شده با مهارت‌‌‌هاي سواد اطلاعاتي رشته‌‌‌مبنا و جهت‌‌‌گيري به سمت دانشگاه باسواد اطلاعاتي عامل توفيق در نظام آموزش عالي كشور در تربيت دانشجويان باسواد اطلاعاتي تخصصي است.

Background and Aim: Information literacy is a foundation for all information-related professional skills for preparing them for better performing their careers. This applied survey aimed at determining the rate and level of DIL skills among Iranian students in the academic year 2017-2018. Method: A 20 item researcher-made valid and reliable questionnaire on DIL was prepared by conducting a comprehensive literature review. Questionnaires were completed by 1875 male/female students as a purposeful sample, majoring in different disciplines, academic levels at different Iranian Universities in the academic year of 2017-2018. Data was analyzed by descriptive and inferential statistics. Findings: Findings showed that several students (39.6%) had a relatively low DIL level and the mean rate of their DIL skills was a moderate (8.34 %). Differences were significant in regard to discipline, academic levels and Universities. Further, there was no significant difference between male and female students in their DIL levels. However, there was a significant difference in DIL scores among students majoring basic sciences. Considering the educational levels, Doctorate candidates had significantly higher DIL scores than undergraduate and graduate students. Students in private Universities had significantly lower DIL scores than students in State Universities. Conclusion: Disciplinary-based information literacy has not been very efficacious in Iranian Universities. Designing an IL-synthesized curriculum and turning toward the information literate University in training professionally information-literate students is the drive for achieving a successful higher education system in Iran. Originality/Value: This study has equally theoretical and practical implications. Practically, depicts the general state of Iranian students' DIL levels, it can apprise Iran's higher educational system of the inevitability of drill skills as such in academic curriculum in all educational levels and scientific disciplines. As DIL is initially introduced in this study, it can be inspiring the theoretical approach of information literacy and its literature by adding a newly-emerged notion of "disciplinary-based information literacy."