การพัฒนาทักษะการรู้สารสนเทศของนักเรียน ชั้นมัธยมศึกษาปีที่ 6 จังหวัดเชียงใหม่

Abstract

This research entitled “Development of Students’ Information Literacy Skills in Mathayom Suksa Six in Chiang Mai Province” had the objectives of 1) investigating the information literacy skills of the students, 2) examining the role of staff involved in developing information literacy skills and 3) considering the problems and obstacles in developing skills. The tools used in this study were questionnaires and tests and the sample groups comprised MS6 students in Chiang Mai, teachers/librarians by basing it on Nine Information Literacy Standards for Student of the American Association of School Librarians. The data was analyzed using frequency distribution, mean and standard deviation. As for teaching and learning, most of the students indicated that they had learned a little about information literacy in eight subject groups. They acquired the most knowledge on information literacy skills in science subject groups followed by Social Science, religion and culture as well as the Thai language subject groups. In addition, they had also acquired information literacy skills in some courses related to independent study, namely Research Study and Knowledge Building, Communication and Presentation as well as Knowledge Application for Social Science Activities. They felt that they had received development of information literacy skills at a moderate level and the subject that benefitted them the most in this respect was Communication and Presentation. They found Standard 8: “The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology” provided them the chance to improve their skills the most followed by Standard 7: “The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society” and Standard 9: “The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information” respectively. As for activities and research to enhance information literacy provided by the librarians that most students thought they benefited from were those concerning introduction to book cataloging, new book introduction, teaching on database and library resource searching along with book shelving respectively. They stated that the librarians had promoted the nine standards of information literacy skills at a moderate level and those that had a major role in their self-development for information literacy skills were their friends followed by teachers and parents. They ranked self-improvement in developing the skills and attention at a high level and the information literacy standards they paid attention to most were Standards 4, 1 and 5 respectively. The test on the students’ information literacy skills resulted in an average score of 12.27 out of a total of 25, which revealed a moderate level of skills obtained and 58.47 percent of the students got less than fifty percent of the scores. Regarding the teachers/librarians, it appeared that he teachers/librarians understood the roles and significance of information literacy skills and they had been developing the skills themselves and from attending training and seminars, which ranked at a high level. They felt that they had the skills at a high level also. Moreover, they expressed the desire to improve their skills more concerning evaluation of quality information, awareness of the need for information and applying the information to communicate knowledge respectively. Regarding their ideas about promotion of information literacy skills by the administrators, the teachers/librarians believed that school administrators had a clear policy in preserving the strategy/plan to develop the students’ information literacy skills and they realized the importance and following up on the students’ development in this area rather low. Most of the administrators gave significance to information literacy skills and considered them essential to the students and teachers at a high level. They also gave priority to budget allocation for developing a learning source (library) at the highest level.