| الوصف: |
Ker je informacijska pismenost ena najpomembnejših veščin v informacijski družbi, smo želeli ugotoviti, kakšno elektronsko gradivo bi bilo najprimernejše za informacijsko opismenjevanje pripadnikov generacije Z. Ti si med učenjem želijo samostojnosti, istočasno pa tudi usmerjanja. Zato smo pregledali štiri prosto dostopne spletne raziskovalne vodiče. Analizirani so bili raziskovalni vodič knjižnice univerze Cal Poly Humboldt za področje računalništva, vodič za učenje digitalnih veščin projekta GCFGlobal.org, vodič knjižnice TUS-a oziroma Technological University of the Shannon: Midlands Midwest ter raziskovalni vodiči UKM-ja. Pri analizi smo sledili ugotovitvam in priporočilom v strokovni literaturi. Analiza je pokazala, da so gradiva, ki jih raziskovalni vodiči ponujajo, večinoma vsebinsko primerna, enostavna za uporabo, razdeljena na smiselna poglavja, dobro berljiva in smiselno dopolnjena z multimedijskimi elementi ter hipertekstom. Slabosti gradiv so se kazale v okornih uvodnih in zaključnih delih, nezanimivem izgledu in skromnosti nalog za preverjanje znanja. Analizirane so bile tudi poučne igre, ki jih je vseboval eden od vodičev, ugotovili pa smo, da kljub svoji preprostosti popestrijo učno izkušnjo. Naše ugotovitve niso posplošljive, saj je bil za analizo izbran izredno skromen vzorec, zato bi bilo v nadaljnjih raziskavah smiselno ta vzorec razširiti. Smiselno bi bilo tudi raziskati, če se ugotovitve naše analize ujemajo z dejansko uporabniško izkušnjo. Since information literacy is one of the most important skills in the information society, we wanted to find out what kind of digital learning materials are best suited for information literacy training of Generation Z members. It is typical for this generation to desire autonomy and guidance at the same time. For this reason, we analyzed four free information literacy tutorials. We analyzed a Computer Science Research Guide from the Cal Poly Humboldt College library, a guide to learning digital skills from the GCFGlobal.org project, a guide from the library at TUS (Technological University of the Shannon: Midlands Midwest), and research guides from UKM. We based our analyses on findings and recommendations from the academic literature. The research found that the guides were acceptable in terms of content, user interaction, structure, readability, and use of multimedia and hypertext. However, the materials lacked introductions and conclusions, their external form, and exercises. We also analyzed the learning games included in one of the tutorials. They proved to be useful for the learning experience despite their simplicity. However, due to the small number of materials studied, our results cannot be generalized. Therefore, further research analyzing more tutorials is needed. It would also be beneficial if our results were consistent with actual user experiences. |
