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论文编号：	14608
作者编号：	2120213462
上传时间：	2024/6/4 16:39:14
中文题目：	大学生在社交媒体参与中的信息素养自我效能及实践启迪研究
英文题目：	Research on Information Literacy Self-efficacy and Practical Enlightenment of College Students in Social Media Participation
指导老师：	于良芝
中文关键字：	社交媒体用户参与；社交媒体信息素养；自我效能感；信息素养教育
英文关键字：	Social media user participation; Social media information literacy; Self-efficacy; Information literacy education
中文摘要：	随着互联网技术和社交媒体的普及与发展，大学生群体在网络空间中的信息行为日益频繁且多元，尤其在社交媒体如微博等平台上的信息交流与传播活动，既体现了他们的信息需求与习惯，也突显出他们在信息素养方面的潜在挑战与需求。鉴于此，本研究立足于新时代社交媒体环境下信息生态的复杂性与多元性，强调大学生在面对海量信息时具备批判性思考、筛选和有效利用信息能力的重要性，深入探讨大学生在社交媒体参与中的信息素养自我效能，即个体对自己在特定信息情境中运用信息素养解决问题的信心和能力的感知。信息素养自我效能是衡量其信息素养水平的关键指标。 本研究采用定量研究方法，本研究基于《高等教育信息素养框架》、社交媒体信息素养模型和信息素养自我效能感量表中文修订版设计情境化问卷，经过项目分析与信效度检验，构建了包含信息意识、信息知识与技能、信息评估与反思、信息思维与行为、信息交流与责任、信息伦理与道德六大维度的社交媒体信息素养自我效能量表。考虑到信息素养课程是大学生在高等教育阶段获得信息素养的重要途径，也是本研究致力启迪的主要实践领域，本研究在考察大学生社交媒体信息素养自我效能的同时，也考察了信息素养课程特征对这一变量的影响。运用SPSS26.0和AMOS26.0对大学生样本的问卷调查数据进行分析，研究得出以下结论：（1）大学生整体展现出较高的信息素养自我效能感水平，其中信息伦理与道德维度表现最为突出，信息意识维度次之，信息评估与反思维度以及个别具体指标上的自我效能感较低。（2）高校开设的信息素养类课程对提升大学生在社交媒体参与过程中的信息素养自我效能感产生了显著的积极影响。（3）信息素养必修课课程对大学生社交媒体信息素养自我效能感影响显著，其他课程形式无显著影响。（4）在实践性教学环节中，如上机检索等实操性考核对增强大学生社交媒体信息素养自我效能感起着关键作用。日常作业以及学分制度的影响程度虽然相对较轻，但也显示出了稳定的辅助效果。 研究结果启示我们，可以通过深化对社交媒体情境下大学生信息素养自我效能感知的认识来增强该群体的信息素养综合水平，进而从教育实践角度提出了改进高校信息素养教育策略的方向，即加强针对性、实用性和情境化的教学设计，以提高大学生在社交媒体环境中甄别、评价和有效利用信息的能力，进而培养其符合时代需求的信息素养素质。本研究不仅创新了社交媒体信息素养自我效能的量表设计，将信息素养自我效能总结为六个维度，还揭示了大学生在社交媒体参与中信息素养自我效能状况，验证了高校信息素养课程对大学生社交媒体信息素养自我效能存在影响，并从课程形式、内容、考核和主体参与等角度，为提升高校信息素养教育质量建言献策。
英文摘要：	With the widespread adoption and development of Internet technology and social media, college students’ online information behaviors have become increasingly frequent and diverse. Particularly, their engagement in information exchange and dissemination activities on platforms like Weibo not only mirrors their information requirements and habits but also underscores the potential challenges and needs they face regarding information literacy. In view of this, considering the intricacy and variety inherent in the information ecology within the context of social media in the new era, this study emphasizes the importance of college students' ability to critically think, screen and effectively use information in the face of massive information, and deeply discusses the information literacy self-efficacy of college students in social media participation. That is, individuals’ perception of their confidence and ability to use information literacy to solve problems in specific information situations. Indeed, information literacy self-efficacy serves as a crucial benchmark for assessing their overall level of information literacy. This study employs a quantitative research methodology, drawing upon the 'Framework for Information Literacy for Higher Education’, social media information literacy models, and a revised Chinese version of the Information Literacy Self-Efficacy Scale to design a contextualized questionnaire. Following item analysis and validity and reliability tests, a self-efficacy scale for social media information literacy was constructed, encompassing six dimensions: information awareness, information knowledge and skills, information evaluation and reflection, information thinking and behavior, information exchange and responsibility, and information ethics and morals.Considering that information literacy courses serve as a pivotal means by which university students acquire information literacy during their higher education and represent a key practical area this study aims to enlighten, the research not only examines college students’ self-efficacy in social media information literacy but also investigates the influence exerted by characteristics of information literacy courses on this variable. Utilizing SPSS 26.0 and AMOS 26.0 for data analysis of the survey responses from the student sample, the study arrives at the following conclusions:(1) College students as a whole show a high level of information literacy self-efficacy, among which the information ethics and morality dimension is the most prominent, followed by the information awareness dimension, and the information evaluation and reflection dimension and individual specific indicators of self-efficacy are relatively low. (2) Information literacy courses offered by colleges and universities have a significant positive impact on improving college students' sense of information literacy self-efficacy in the process of social media participation. (3) Required course of information literacy has a significant impact on college students’ sense of self-efficacy in social media information literacy, while other course forms have no significant impact. (4) In practical teaching, practical assessment such as computer retrieval plays a key role in enhancing college students’ sense of self-efficacy in social media information literacy. Although the degree of influence of daily homework and credit system is relatively light, it also shows a stable auxiliary effect. The research findings indicate that the overall level of college students’ information literacy can be augmented by delving deeper into their perceptions of information literacy self-efficacy within the social media context. Consequently, the study proposes directions for refining information literacy education strategies in colleges and universities, emphasizing the need for targeted, practical, and contextually relevant teaching designs. The aim is to enhance college students’ abilities to discern, assess, and effectively utilize information in the social media environment, thereby cultivating their information literacy skills aligned with contemporary demands. Not only does this study innovate in designing the scale of social media information literacy self-efficacy, consolidating it into six dimensions, but it also validates the impact of college-level information literacy courses on students’ social media information literacy self-efficacy. Furthermore, it provides recommendations to elevate the quality of college information literacy education from various perspectives, including course format, content, assessment methods, and student engagement.
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