Apurahat ja residenssipaikat Tiede Teaching and learning of information and communication technology and information literacy skills in library and information science schools Päähakija MA Hossain Md Arman Myöntösumma 45000 € Tukimuoto Yleinen rahoitushaku Alat Viestintätiede Myöntövuosi 2021 Jos omistat hankkeen, voit kirjautua sisään ja lisätä hankkeen tietoja. Kirjaudu sisään Jaa: Takaisin apurahalistaukseen The present study intends to develop and test a pedagogical model Guided-inquiry for information literacy (GIIL) to improve Information literacy and ICT self-efficacy of Library and information science (LIS) students. The study also aims to increase our knowledge of Library and Information Science students' ICT skills, the learning sources to acquire the skills, the role of informal peer learning in this process, and the association of students' self-estimated ICT skills with their Information literacy competencies. The study has adopted a mixed-method approach. An online survey was conducted to know the level of ICT self-efficacy of LIS students. Subsequently, a pre-and post-test based teaching intervention was carried out to test a novel pedagogical model for teaching and learning ICT and Information Literacy skills. The doctoral study is article-based, and it intends to publish four articles in international peer-reviewed journals. The research plan has been implemented in two phases. In the first phase of the study, an online survey on ICT self-efficacy of LIS students was carried out using a self-report questionnaire. The study explored the ICT self-efficacy of LIS students, the sources to acquire the skills, and the role of informal peer learning in developing ICT knowledge and skills. In the second and final phase, a pedagogical model GIIL was developed to improve IL knowledge and skills and ICT self-efficacy of LIS students. An IL assessment tool ILAT was also designed and developed to examine IL knowledge and skills of LIS students. Subsequently, a teaching intervention with pre-and post-tests and a control group was carried out in a LIS school to test the effectiveness of the pedagogical model GIIL. Loppuraportin tiivistelmä The doctoral study developed and tested a novel pedagogical model, Guided inquiry for information literacy (GIIL), to improve the Information literacy knowledge and skills of Library and information science (LIS) students. The study also increased our knowledge of LIS students' ICT self-efficacy, the learning sources to acquire ICT skills, the role of informal peer learning in this process, and the association of students' ICT self-efficacy with their Information literacy competencies. The study adopted a mixed-method approach. Online surveys were carried out to determine students' level of ICT self-efficacy and the sources from which they acquired their ICT skills. Subsequently, a pre-and post-test based long-term teaching intervention with a control group was carried out to test the effectiveness of the novel pedagogical model for teaching and learning Information Literacy skills. The study found that students' information literacy knowledge and skills improved by participating in the long-term guided inquiry-based teaching intervention. The intervention group's IL knowledge and skills developed sharply from the pre-tests to the post-tests compared to the control group. The study's findings have been published as four articles in reputed international journals. Since the review process of the last two articles took an exceptionally long time, writing and submitting the doctoral dissertation within the grant period was not possible. Takaisin apurahalistaukseen