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Studenters erfarenheter och upplevelser av informationskompetens i utbildningen
Mid Sweden University, Faculty of Human Sciences, Department of Education.
2016 (Swedish)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
Abstract [sv]

Studenter vid högskolor och universitet ska utveckla informationskompetens. Syftet med den här studien är utifrån såväl campus- som distansstudenters upplevelser undersöka vilka kunskaper som anses viktiga för att kunna söka, finna och kritiskt använda sig av information. Studiens teoretiska ramverk utgörs av fenomenografisk variationsteori, sociokulturell teori och filosofisk hermeneutik. Det empiriska materialet inleds med fem semi-strukturerade intervjuer med studenter. Därefter har en kvalitativ innehållsanalys av fyra kursers kursplaner och studiehandledningar i ämnena kriminologi och pedagogik, relaterat till informationskompetens genomförts. Studiens resultat visar att studenterna har varierande erfarenheter av informationskompetens, samt att de utvalda kursplanerna och studiehandledningarnas innehåll relaterat till informationskompetens utgår från olika perspektiv. I den kunskap som studenterna utvecklar i samband med författandet av inlämningsuppgifter och uppsatser fokuserar de på att bli godkända på respektive kurs. I studiens resultat problematiseras därmed hur den kunskap studenterna har förvärvat kan användas i deras framtida yrkesliv. Studien är en del av ett utbildningsprojekt som sker i samverkan mellan Universitetsbiblioteket och Lärande- och resurscentrum vid Mittuniversitetet gällande studenters informationskompetens.

Abstract [en]

Students at colleges and universities are to develop information literacy. The purpose of this study is to examine, based on experiences from both campus- as well as distance students, what kind of knowledge is important in order to search for, find and critically use information. The theoretical framework of the study constitutes of sociocultural theory, phenomenographic variation theory and philosophical hermeneutics. The empirical material starts with five semi-structured interviews with students. Following that, a qualitative analysis of content of four selected courses’ syllabus and study guidelines in relation to information literacy was carried out. The result of the study show that students have various degrees of experience of information literacy and also the contents of the chosen syllabus and study guides in relation to information literacy emanates from different perspectives. The knowledge which students develop in connection with the writing of essays and reports is the focus for students to pass their respective course. Therefore, the result of the study problemizes how the knowledge that the students have acquired can be used in their future professional life. This study is a part of an educational project in co-operation with the University Library and the Learning and Resource Centre at the Mid Sweden University regarding the students’ information literacy.

Place, publisher, year, edition, pages
2016. , 104 p.
Keyword [en]
Information literacy, phenomenographic variation theory, philosophical hermeneutic, sociocultural theory, the students experiences, syllabus and study guidelines.
Keyword [sv]
Fenomenografisk variationsteori, filosofisk hermeneutik, informationskompetens, kursplaner, sociokulturell teori, studenters upplevelser och studiehandledningar
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:miun:diva-27802OAI: oai:DiVA.org:miun-27802DiVA: diva2:933676
Subject / course
Education PE1
Educational program
Master Programme in Education with Specialisation in Profession and Research UPRAA 120 higher education credits
Supervisors
Examiners
Note

Godkännandedatum: 2016-05-17

Available from: 2016-06-07 Created: 2016-06-07 Last updated: 2016-06-14Bibliographically approved

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