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Metadata literacy: An analysis of metadata awareness in college students.

机译:元数据素养:对大学生的元数据意识的分析。

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摘要

Context. This dissertation examines the role of metadata in undergraduate students' information environments. It uses a constructivist world view and an Information Literacy (IL) perspective to evaluate student metadata literacy (ML). Fifty undergraduate students formed the study population in an online mixed-methods study.Objective. To understand how students use metadata and to evaluate competency using metrics informed by IL models. Key research questions examined participant awareness of metadata, impact of instruction on levels of ML and use of metadata in information environments.Approach. This study employed a mixed-methods approach which included survey, experimental, and observational elements.Analysis. Participant responses were grouped for analysis based on survey data and included education level, awareness of IL concepts, and extent of digital information use. Quantitative data was analyzed to detect differences among groups using measures of task proficiency and self-efficacy. Qualitative data was analyzed to identify student attitudes towards and use of metadata.Results. Participants indicated a good base level of ML evidenced by high self-efficacy and reasonable task completion scores. Participants were found to be using metadata in complex ways for social networking purposes. The study also found that academic level, major, and prior IL instruction were not related to ML levels in the study population. Significant differences were found among participants who had prior experience working with digital information (p .044), in Self-Efficacy ratings among participants with prior IL instruction (p .015), and among all participants in self-efficacy levels with regards to different ML concepts (e.g. ability to identify as opposed to create metadata). Qualitative analysis indicated that participants recognized the value of metadata in social networking software and were able to identify various uses of metadata including social connections and relationships and metadata re-use by others.Conclusion. While students possess a base level of ability and confidence with regards to ML, they are not as confident about advanced concepts. Further, student creation of metadata tends to focus on social uses as opposed to personal uses.
机译:上下文。本文探讨了元数据在大学生信息环境中的作用。它使用建构主义的世界观和信息素养(IL)视角来评估学生元数据素养(ML)。在在线混合方法研究中,有50名大学生组成了研究人群。了解学生如何使用元数据并使用IL模型告知的指标评估能力。关键研究问题考察了参与者对元数据的意识,指令对ML水平的影响以及在信息环境中元数据的使用。这项研究采用了一种混合方法,包括调查,实验和观察要素。根据调查数据将参加者的反应分组以进行分析,包括教育程度,对信息素养概念的认识以及数字信息的使用范围。使用任务熟练程度和自我效能感的方法对定量数据进行分析,以检测组之间的差异。分析定性数据以识别学生对元数据的使用态度。参与者表示出良好的ML基本水平,其高自我效能感和合理的任务完成分数证明了这一点。发现参与者正在以复杂的方式将元数据用于社交网络。该研究还发现,学术水平,专业水平和先前的IL教学与研究人群中的ML水平无关。在先前有使用过数字信息的经验的参与者之间(p <.044),在接受过IL指导的参与者之间的自我效能等级(p <.015)以及所有自我效能水平的参与者之间发现了显着差异不同的ML概念(例如识别和创建元数据的能力)。定性分析表明,参与者认识到元数据在社交网络软件中的价值,并且能够识别元数据的各种用途,包括社交关系和关系以及其他人对元数据的重用。尽管学生对ML具有基本的能力和信心,但他们对高级概念并不那么自信。此外,学生创建元数据倾向于将重点放在社交用途而非个人用途上。

著录项

  • 作者

    Mitchell, Erik T.;

  • 作者单位

    The University of North Carolina at Chapel Hill.;

  • 授予单位 The University of North Carolina at Chapel Hill.;
  • 学科 Information Science.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 265 p.
  • 总页数 265
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:37:15

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