การพัฒนาการรู้สารสนเทศสำหรับนักศึกษาปริญญาตรีมหาวิทยาลัยเชียงใหม่

Abstract

This research had the objectives of had the objective of studying the development of information literacy for undergraduate students Chiang Mai University using the questionnaires and the tests with the fourth year undergraduate students of the university and some instructors, librarians as well as the executive of the relevant faculties as the informants. The data was analyzed using frequency, percentage, mean and standard deviation. It was found that Chiang Mai University had provided the means for developing the information literacy for students by integrated information literacy in various courses and library instructional services. As for the knowledge and the experience about information literacy gained from teaching course mostly those related to report writing, projects, research procedures, seminars and independent studies at the moderate level respectively. The library arranged some short training on how to use online information searching followed by information search and journal article search. Students received more information literacy to be higher than when they first enrolled as first year students. The results of the testing on the level of information literacy showed that the students acquired the skills at a moderate level, which corresponded to the students’ opinions that they had skills at the moderate level. As for the instructors, librarians and executives, the instructors had satisfied with the university and executives’ role in supporting the policies of information literacy at a high level, but had satisfied at a moderate level in the oversight and to follow-up process in supporting the information literacy for students. The executives felt that there should be explanation and understanding made to students and other users like staff and researchers about the policy on developing information literacy. And the library and the university should have a clear plan on promoting and developing information literacy. This was ranked at the highest level. The executives and the librarians placed importance on information literacy at the highest level whereas the staff ranked it at a high level. The librarians felt they had information literacy the highest level, and the faculty staff felt they themselves had the information literacy at a high level. The librarians felt that both the instructors and the librarians had important roles in developing information literacy in the students at the highest level.