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Showing 27 results for Literacy
Mazhar Babaee, Hedyeh Azagh, Shima Yazdanpanah,
Volume 9, Issue 4 (1-2023)
Volume 9, Issue 4 (1-2023)
Abstract
Introduction: Information literacy is the ability to identify and critically evaluate information to solve problems in a specific field. The use of this procedure in the environment of universities and for students depends on their awareness of the many angles of information measurement in this field.
Methods: this study was to investigate the information literacy status of students and teachers of the Farhangian University of Kurdistan Province From six perspectives: information review, information source recognition, information dissemination, information recognition, flexibility, and information search. This research is practical and of a survey type and was carried out between January and March 2022. The study population consisted of all students of Farhangian University of Kurdistan Province in the academic year 2021-2022, which numbered over 1500 people. Using random sampling, 350 student-teachers were selected as a statistical sample. The data collection tool was a researcher-made 66-item information literacy questionnaire based on a 3-point Likert scale. The reliability of the questionnaire was 86% using Cronbach's alpha method. And for its validity, the views of university professors were used. Multivariate analysis of variance, one-way analysis of variance, and Pearson torque correlation coefficient test was used to analyze the data using SPSS software.
Results: The results showed that there is a significant relationship between the components of information literacy of male and female student teachers (P = 0.0001). Therefore, in this study, gender has a small effect on the components of information literacy. Also, there is no significant difference between information literacy in its 6 components and the different educational disciplines of Farhangian University (P> 0.05). Finally, there is no significant relationship between information literacy in its 6 components and the age of Farhangian University students and teachers. Therefore, the information literacy situation of the students of the Farhangian University of Kurdistan is at an Intermediate level.
Conclusion: Information literacy is the set of skills and qualifications needed in the information society for teachers, therefore, by considering factors such as review, knowledge of sources, dissemination, recognition, flexibility, and search for information, it can be enriched. Building information literacy skills.
Mahmmoud Ahmadisharif,
Volume 10, Issue 1 (6-2023)
Volume 10, Issue 1 (6-2023)
Abstract
Purpose: This study was conducted to know the relationship between monitoring the relationship between information literacy components of marketing experts in manufacturing industries with their success rate in marketing and their success rate in marketing.
Methodology: The research method is a descriptive survey of correlation type. The statistical population of the study is all marketing experts of food production industries in Tehran, due to the size of the statistical population, 384 of them were selected as a sample. Katz and McLean's (2007) ICT questionnaire was used to collect information related to information literacy and a researcher-made questionnaire was used to measure the success of experts in marketing. Overall reliability of the Information Literacy Questionnaire based on Cronbach's alpha coefficient formula / 78. And the reliability of the researcher-made questionnaire was estimated to be 0.72.
Findings: Pearson's formula was used to analyze the data in the inferential statistics section on the correlation coefficient and Kolmogorov-Smirnov test was used to determine the normality of the data.
Conclusion: The results of the study showed that there is a relationship between ICT literacy and each of its dimensions (describing, achieving, evaluating, managing, combining, creating, and communicating) with the success of experts in marketing. has it.
Methodology: The research method is a descriptive survey of correlation type. The statistical population of the study is all marketing experts of food production industries in Tehran, due to the size of the statistical population, 384 of them were selected as a sample. Katz and McLean's (2007) ICT questionnaire was used to collect information related to information literacy and a researcher-made questionnaire was used to measure the success of experts in marketing. Overall reliability of the Information Literacy Questionnaire based on Cronbach's alpha coefficient formula / 78. And the reliability of the researcher-made questionnaire was estimated to be 0.72.
Findings: Pearson's formula was used to analyze the data in the inferential statistics section on the correlation coefficient and Kolmogorov-Smirnov test was used to determine the normality of the data.
Conclusion: The results of the study showed that there is a relationship between ICT literacy and each of its dimensions (describing, achieving, evaluating, managing, combining, creating, and communicating) with the success of experts in marketing. has it.
Mozhgan Oroji, Nadjla Hariri, Fahimeh Babalhavaeji,
Volume 11, Issue 3 (12-2024)
Volume 11, Issue 3 (12-2024)
Abstract
Introduction
Introduction There are many data collections in decision-making and every day a large number of these data are collected in research projects by humans or by devices and in this data, to better understand the issues related to data, we need to first understand the data and the literacy related to them. Data literacy is defined as information by reading, creating and communicating with data: that we can find data, make information about it, learn the tools to work with data, have less management of it. We can have, analyze and refine data, learn to share data and make simple decisions.
Research data management includes; production, access, tools, storage and reuse of research data with sufficient and easy-to-use help in virtual research infrastructures that form the main part of the monitoring cycle, which itself includes ideation. It is to create or receive, evaluate, select, ingest, preserve, store, access, reuse (Cox and Verban, 2014).
Studies on research data management are now common, while there is a global ease of research data, but it continues to be difficult to keep data easily accessible. Session, we know more than yesterday about the role of research data in the design and implementation of new research, but the trends and infrastructure to support researchers in research data management, need. (Varana, 2024).
Considering the research that has been conducted on research data management literacy, the aim of this study is to determine the components and indicators of management literacy. ) and to provide a suitable model for research data management literacy.
Methods and Materoal
The present study was conducted with a quantitative and survey method and aimed at evaluating and validating the tool built using the proposed research model. The statistical population of the National Institute of Higher Education Research and Planning was 112 academic centers affiliated with the Ministry of Science and the total number of faculty members of the humanities and social sciences of the country's public universities was 8,441. Due to the large volume of data, 360 people were selected using cluster sampling. Then, the questionnaire was completed and descriptive statistical methods (mean, deviation indices, frequency table) and inferential statistics (structural equation modeling and exploratory factor analysis) and SPSS and Smart Pls software were used to analyze the data.
Resultss and Discussion
The findings indicate that the six factors of stakeholders, services, policy, types of literacy, data cycle, and financial issues are critical together, explaining 60 percent of the total variance of changes. Also, the highest level of the level is related to the stakeholders factor with a mean of 4.09 and a standard deviation of 0.57, followed by the factors of services, policy, data life cycle, types of literacy, and financial issues, respectively. Using the Pearson correlation coefficient test, it was shown that all components of research data management literacy have a positive and significant correlation with the set at the 0.01 error level. The coefficients of the factor loadings of the subscales of research data management literacy also have a good understanding of the concept of their analysis and have a strong and significant correlation with their belief.
Conclusion
Research data management contributes to scientific integrity at different levels. When research data management literacy is sufficient, research data are accurate, complete, valid, and reliable. The risk of losing or damaging data, as well as the risk of unauthorized access, is minimized. In addition, research data can be shared with others with minimal effort and individuals can easily confirm the results.
The relationships between the components and indicators of research data management literacy from the perspective of faculty members in the humanities and social sciences of Iranian public universities show that higher than any of these components in improving the quality and efficiency of research, research data management literacy has a positive effect. The search for understanding the methods and infrastructures related to data management is a research for individuals to achieve better research results and valuable results. The results of this study show that different levels of research data management literacy among university professors know, and also need to have literacy skills in research data management that they do and create. Collecting, processing, validating, publishing, sharing, and archiving data are involved, and this is a characteristic of good research data management.
Introduction There are many data collections in decision-making and every day a large number of these data are collected in research projects by humans or by devices and in this data, to better understand the issues related to data, we need to first understand the data and the literacy related to them. Data literacy is defined as information by reading, creating and communicating with data: that we can find data, make information about it, learn the tools to work with data, have less management of it. We can have, analyze and refine data, learn to share data and make simple decisions.
Research data management includes; production, access, tools, storage and reuse of research data with sufficient and easy-to-use help in virtual research infrastructures that form the main part of the monitoring cycle, which itself includes ideation. It is to create or receive, evaluate, select, ingest, preserve, store, access, reuse (Cox and Verban, 2014).
Studies on research data management are now common, while there is a global ease of research data, but it continues to be difficult to keep data easily accessible. Session, we know more than yesterday about the role of research data in the design and implementation of new research, but the trends and infrastructure to support researchers in research data management, need. (Varana, 2024).
Considering the research that has been conducted on research data management literacy, the aim of this study is to determine the components and indicators of management literacy. ) and to provide a suitable model for research data management literacy.
Methods and Materoal
The present study was conducted with a quantitative and survey method and aimed at evaluating and validating the tool built using the proposed research model. The statistical population of the National Institute of Higher Education Research and Planning was 112 academic centers affiliated with the Ministry of Science and the total number of faculty members of the humanities and social sciences of the country's public universities was 8,441. Due to the large volume of data, 360 people were selected using cluster sampling. Then, the questionnaire was completed and descriptive statistical methods (mean, deviation indices, frequency table) and inferential statistics (structural equation modeling and exploratory factor analysis) and SPSS and Smart Pls software were used to analyze the data.
Resultss and Discussion
The findings indicate that the six factors of stakeholders, services, policy, types of literacy, data cycle, and financial issues are critical together, explaining 60 percent of the total variance of changes. Also, the highest level of the level is related to the stakeholders factor with a mean of 4.09 and a standard deviation of 0.57, followed by the factors of services, policy, data life cycle, types of literacy, and financial issues, respectively. Using the Pearson correlation coefficient test, it was shown that all components of research data management literacy have a positive and significant correlation with the set at the 0.01 error level. The coefficients of the factor loadings of the subscales of research data management literacy also have a good understanding of the concept of their analysis and have a strong and significant correlation with their belief.
Conclusion
Research data management contributes to scientific integrity at different levels. When research data management literacy is sufficient, research data are accurate, complete, valid, and reliable. The risk of losing or damaging data, as well as the risk of unauthorized access, is minimized. In addition, research data can be shared with others with minimal effort and individuals can easily confirm the results.
The relationships between the components and indicators of research data management literacy from the perspective of faculty members in the humanities and social sciences of Iranian public universities show that higher than any of these components in improving the quality and efficiency of research, research data management literacy has a positive effect. The search for understanding the methods and infrastructures related to data management is a research for individuals to achieve better research results and valuable results. The results of this study show that different levels of research data management literacy among university professors know, and also need to have literacy skills in research data management that they do and create. Collecting, processing, validating, publishing, sharing, and archiving data are involved, and this is a characteristic of good research data management.
Masoud Bakhtiari, Saeed Ghaffari,
Volume 11, Issue 4 (1-2025)
Volume 11, Issue 4 (1-2025)
Abstract
Advances in information technology and media evolution have impacted many different areas under the influence of related technologies. Social media and information centers have transformed the face of libraries and information providers, especially creating new opportunities for librarians and university libraries (Kamani, 2015). Given the development of social media in the necessity of librarians in information centers and libraries, awareness of librarians' views on media literacy in the category of social media literacy seems to be an interesting topic that can be effective in providing the desired solutions for the promotion and goal of social media literacy. This study seeks to investigate the relationship between media literacy and the use of cyberspace and the acceptance of media news among librarians. The use of cyberspace and the acceptance of media news are issues that are of greater importance among librarians today; therefore, the present study attempts to answer the question of whether there is a relationship between media literacy and the use of cyberspace and the acceptance of media news among librarians in public libraries in Qom province?
Accordingly, the research hypotheses are stated as follows:
Main hypotheses:
1- There is a significant relationship between media literacy and its dimensions (cognitive, emotional, aesthetic, and moral) and the use of cyberspace among librarians in public libraries in Qom province.
2- There is a significant relationship between media literacy and its dimensions (cognitive, emotional, aesthetic and ethical) and media news acceptance among librarians of public libraries in Qom province.
Sub-hypotheses:
1- Media literacy, the amount of use of cyberspace and the acceptance of media news differ based on the age of librarians.
2- Media literacy, the amount of use of cyberspace and the acceptance of media news differ based on the field of study of librarians.
3- Media literacy, the amount of use of cyberspace and the acceptance of media news differ based on the type of social media of librarians.
The second section discusses the background of the research. The third section explains the research method. The fourth section presents and discusses the research findings. Finally, the fifth section discusses conclusions and suggestions.
Methods and Materoal
The type of research method in this study is applied in terms of purpose and descriptive-correlational in terms of method, it is a survey type that was implemented by field method. The statistical population of the study is all librarians of public libraries in Qom province, whose number is 112 people, and the sample size is 80 people selected by available sampling method. This study used the library method to develop the theoretical foundations of the research and the following tools were used to collect field information. Demographic information: This information includes age, field of study, and type of media, which was measured through a questionnaire.
Questionnaire on the use of cyberspace: A researcher-made questionnaire was used to measure the use of cyberspace. This questionnaire has 20 questions and its aim is to assess the extent to which individuals use cyberspace (social networks and the Internet). The response range is a five-point Likert scale (1=very little to 5=very much). To obtain the overall score of the questionnaire, the scores for each question were added together. This score will range from 20 to 100. To interpret the overall score obtained, it is done as follows. 20 to 40 is low use of cyberspace 41 to 60 is moderate use of cyberspace 61 to 80 is high use of cyberspace 81 to 100 is very high use of cyberspace.
Media News Acceptance Questionnaire: The questionnaire by Lee and Suh (2015) was used to measure media news acceptance. This questionnaire was translated, validated, and used for the first time by the researcher. This questionnaire has 5 items and is designed based on a five-point Likert scale (from completely disagree to completely agree). The response range is from 1 to 5, with a score of 1 indicating low credibility and a score of 5 indicating high credibility. Also, all items have direct (positive) scoring.
Resultss and Discussion
First main hypothesis: There is a significant relationship between media literacy and its dimensions (cognitive, emotional, aesthetic and ethical) and the level of use of cyberspace among librarians in public libraries in Qom province.
The results of the first main hypothesis show that there is no significant relationship between media literacy and its dimensions and the level of use of cyberspace, therefore the first hypothesis of the research is rejected. The results of this hypothesis are consistent with the results of the research of Ghanetati et al. (2018) and inconsistent with the results of the research of Bolboli and Tarbiati (2014), Miri and Bani Hashem (2019) and Asadi (2020).
Second main hypothesis: There is a significant relationship between media literacy and its dimensions (cognitive, emotional, aesthetic, and ethical) and the acceptance of media news among librarians in public libraries in Qom province.
The results of the second main hypothesis show that there is a negative and significant relationship between media literacy and media news acceptance (r= -0.300, p= 0.000). There is also a negative and significant relationship between all components of media literacy and media news acceptance. For example, the negative relationship between cognitive literacy and media news acceptance (r= -0.335, p= 0.000). While confirming the second main hypothesis of the study, it can be concluded that media news acceptance among librarians is related to their level of media literacy, which is completely consistent with the results of the research of Taghipour et al. (1400), Anthony (2009). Sub-hypothesis 1: Media literacy, the level of use of cyberspace and the acceptance of media news differ based on the age of librarians
To examine this hypothesis, one-way ANOVA analysis of variance test was used, the results of which are reported in the tables below.
According to the ANOVA test, given that the significance level of the test error for all three variables is greater than 0.05, therefore, the lack of difference in the means is confirmed and the difference in the means of the research variables among the three groups is not statistically significant (P > 0.05). Therefore, while rejecting the hypothesis, it can be said that media literacy, the amount of use of cyberspace, and the acceptance of media news do not differ based on the age of librarians. The findings of the present study regarding the lack of relationship between age and media literacy are consistent with the results of the study by Salemi et al. (1400). Esmaili et al. (1398) also showed that among the demographic variables, only age is related to the variable of
ability to detect fake news, which results of the present study are somewhat inconsistent with this study.
Second Sub-Hypothesis: Media literacy, the amount of use of cyberspace, and the acceptance of media news differ based on the field of study of librarians.
One-way analysis of variance test was used to examine this hypothesis.
According to the results of the second sub-hypothesis, given that the significance level of the test error for the amount of use of cyberspace is greater than 0.05, therefore, the lack of difference in the mean is confirmed and the difference in the mean of the use of cyberspace between the three groups is not statistically significant (P<0.05). On the other hand, the significance level of the test error for media literacy and acceptance of media news is less than 0.05, therefore, the difference in the mean in these two variables is confirmed and the difference in the mean of media literacy and acceptance of media news between the two groups of subjects is statistically significant (P<0.05). The results of this hypothesis are in agreement with the results of the study by Esmaili et al. (2019) on the relationship between the field of study and the variable of information literacy in a way. is not linear.
Third Sub-Hypothesis: Media literacy, the amount of use of cyberspace and the acceptance of media news differ based on the type of social media of librarians.
To examine this hypothesis, a one-way analysis of variance test was used.
According to the results of the third sub-hypothesis, given that the significance level of the test error for media literacy is greater than 0.05, therefore, the lack of difference in the mean is confirmed and the difference in the mean of media literacy based on the type of social media of the subjects is not statistically significant (P > 0.05). On the other hand, the significance level of the test error for the amount of use of cyberspace and the acceptance of media news is less than 0.05, therefore, the difference in the mean in these two variables is confirmed and the difference The average amount of use of cyberspace and acceptance of media news by the type of social media used by the subjects is statistically significant (P<0.05). A pairwise comparison of the types of social media used by the subjects in terms of the amount of use of cyberspace and acceptance of media news shows that the difference in the average amount of use of cyberspace on Instagram and others is greater and positive (0.798). Given the significance of the difference, it can be concluded that subjects who prioritize Instagram use have the highest and subjects who use other media (Twitter and Facebook) have the lowest amount of use of cyberspace. According to the table above, the difference in the average acceptance of media news on Instagram and WhatsApp is greater and negative (-0.367), and given the significance of the difference, it can be concluded that subjects who prioritize Instagram use have the lowest and subjects who use WhatsApp have the highest acceptance of media news. The results of this hypothesis are completely consistent with the results of Anthony's (2009) research.
Conclusion:
The turning of users to the Internet due to the lack of sufficient time to visit libraries was one of the reasons for the creation of digital libraries. Digital libraries have facilitated and accelerated users' access to the required information by providing various facilities; but what achieves this goal is a suitable architecture and design in creating a digital library. If the needs of users, the type of society and other factors are taken into account in the design of digital libraries, it can be said that the library will come closer to the intended goals. Considering that in the design of digital libraries, the discussion of the user interface is very important in order to eliminate human factors, digital
libraries must consider the characteristics related to the user interface in their design. Due to the importance of this discussion, the user interfaces of various digital libraries need to be evaluated continuously. The present study also aimed to investigate this issue by evaluating the user interface on the English web pages of selected national digital libraries based on the criteria available in the texts and sources. Conducting the study required criteria through which the evaluation could be conducted. After reviewing the relevant research backgrounds in the field of digital libraries and user interface, it was observed that despite the studies conducted in the field of user interface, these studies had not been conducted completely and comprehensively, and different researchers had each examined only one or a limited number of criteria in the field of different information systems. The present study aimed to investigate the relationship between media literacy and the use of cyberspace and the acceptance of media news among librarians of public libraries in Qom province, and the research hypotheses were tested. A review of domestic and foreign empirical records shows that researchers have addressed aspects of media literacy among different media in accordance with their subject of study, and what has been their focus in most of these studies is the study of media literacy as a dependent variable that is influenced by other factors, and in that all the records have discussed media literacy, they are similar to the present study; however, the present study is distinct from the research record in that it has examined the relationship between media literacy and its dimensions with the use of cyberspace and acceptance of media news among librarians of public libraries in Qom province. In fact, the variables of media literacy and its dimensions, use of cyberspace and acceptance of news from cyberspace are measured together for the first time, so in this respect it has a new nature that will lead to its theoretical expansion and development; In addition to theoretical benefits, it offers solutions to prevent the spread of cyberspace harms among librarians through interventions on these two structures (the Internet and social networks). In summary, it can be said that in order to escape the trap of cyberspace rumors, social media users must equip themselves with media literacy tools to become members of pages and channels and obtain news and information through channels whose main goal is, first, to disseminate news correctly, and second, to disseminate news that is religiously, legally, and morally correct, thus recognizing the truth from Nazareth. Therefore, in today's virtual world, only those who are equipped with the weapon of media literacy can avoid falling prey to the rumor-spreading of news agencies that seek to mentally deceive members of the global community.
The results of one-way analysis of variance of the first sub-hypothesis showed that media literacy, the amount of use of cyberspace, and the acceptance of media news do not differ based on the age of librarians. Therefore, while rejecting the hypothesis, it can be concluded that increasing or decreasing age is not related to media literacy, the amount of use of cyberspace, and the acceptance of media news by librarians. The findings of the present study regarding the lack of relationship between age and media literacy are consistent with the results of the study by Salemi et al. (1400). However, this study found that age has no relationship with media literacy, the amount of use of cyberspace, and the acceptance of media news. Perhaps the most important possible reason for this is the close age gap between librarians, which does not expect much change in media literacy, the amount of use of cyberspace, and the acceptance of media news.
The results of the one-way analysis of variance of the second sub-hypothesis showed that the amount of use of cyberspace does not differ based on the field of study (librarianship and non-librarianship) of librarians, but there is a significant difference between the two groups based on media literacy and acceptance of media news. Based on the results, media literacy among librarians in the library field is higher than in other fields, and acceptance of media news among librarians in the library field is lower than in other fields, which is somewhat inconsistent with the results of the study by Esmaili et al. (2019) based on the relationship between the field of study and the variable of information literacy. However, no consistency or inconsistency was found in the variable of acceptance of media news.
The results of the one-way analysis of variance of the third sub-hypothesis showed that media literacy does not differ based on the type of social media used by librarians, but there is a significant difference based on the amount of use of cyberspace and acceptance of media news. According to the results, the amount of use of cyberspace is higher among librarians who use Instagram more and lower among librarians whose media priority is Twitter and Facebook. Also, the acceptance of media news is lower among librarians who use Instagram more and higher among librarians whose media priority is WhatsApp. Based on these findings, it can be said that the Instagram platform has the highest media consumption among librarians and librarians also accept WhatsApp media news more than other media. Although there is no similar finding in this regard, it can be said that many Iranian users have turned to Instagram after the restrictions imposed on Telegram, and this platform has seen increasing growth among Iranian users after Telegram was filtered. According to published reports, about 49 percent of Iranians are members of Instagram, and it is one of the most popular platforms for businesses; as 90 percent of Instagram users follow at least one business page. The report also believes that 60 percent of Instagram users have announced that they have become familiar with new products on this network. Instagram also plays a role in the world. The results of this hypothesis are completely consistent with the results of Anthony's (2009) research.
Accordingly, the research hypotheses are stated as follows:
Main hypotheses:
1- There is a significant relationship between media literacy and its dimensions (cognitive, emotional, aesthetic, and moral) and the use of cyberspace among librarians in public libraries in Qom province.
2- There is a significant relationship between media literacy and its dimensions (cognitive, emotional, aesthetic and ethical) and media news acceptance among librarians of public libraries in Qom province.
Sub-hypotheses:
1- Media literacy, the amount of use of cyberspace and the acceptance of media news differ based on the age of librarians.
2- Media literacy, the amount of use of cyberspace and the acceptance of media news differ based on the field of study of librarians.
3- Media literacy, the amount of use of cyberspace and the acceptance of media news differ based on the type of social media of librarians.
The second section discusses the background of the research. The third section explains the research method. The fourth section presents and discusses the research findings. Finally, the fifth section discusses conclusions and suggestions.
Methods and Materoal
The type of research method in this study is applied in terms of purpose and descriptive-correlational in terms of method, it is a survey type that was implemented by field method. The statistical population of the study is all librarians of public libraries in Qom province, whose number is 112 people, and the sample size is 80 people selected by available sampling method. This study used the library method to develop the theoretical foundations of the research and the following tools were used to collect field information. Demographic information: This information includes age, field of study, and type of media, which was measured through a questionnaire.
Questionnaire on the use of cyberspace: A researcher-made questionnaire was used to measure the use of cyberspace. This questionnaire has 20 questions and its aim is to assess the extent to which individuals use cyberspace (social networks and the Internet). The response range is a five-point Likert scale (1=very little to 5=very much). To obtain the overall score of the questionnaire, the scores for each question were added together. This score will range from 20 to 100. To interpret the overall score obtained, it is done as follows. 20 to 40 is low use of cyberspace 41 to 60 is moderate use of cyberspace 61 to 80 is high use of cyberspace 81 to 100 is very high use of cyberspace.
Media News Acceptance Questionnaire: The questionnaire by Lee and Suh (2015) was used to measure media news acceptance. This questionnaire was translated, validated, and used for the first time by the researcher. This questionnaire has 5 items and is designed based on a five-point Likert scale (from completely disagree to completely agree). The response range is from 1 to 5, with a score of 1 indicating low credibility and a score of 5 indicating high credibility. Also, all items have direct (positive) scoring.
Resultss and Discussion
First main hypothesis: There is a significant relationship between media literacy and its dimensions (cognitive, emotional, aesthetic and ethical) and the level of use of cyberspace among librarians in public libraries in Qom province.
The results of the first main hypothesis show that there is no significant relationship between media literacy and its dimensions and the level of use of cyberspace, therefore the first hypothesis of the research is rejected. The results of this hypothesis are consistent with the results of the research of Ghanetati et al. (2018) and inconsistent with the results of the research of Bolboli and Tarbiati (2014), Miri and Bani Hashem (2019) and Asadi (2020).
Second main hypothesis: There is a significant relationship between media literacy and its dimensions (cognitive, emotional, aesthetic, and ethical) and the acceptance of media news among librarians in public libraries in Qom province.
The results of the second main hypothesis show that there is a negative and significant relationship between media literacy and media news acceptance (r= -0.300, p= 0.000). There is also a negative and significant relationship between all components of media literacy and media news acceptance. For example, the negative relationship between cognitive literacy and media news acceptance (r= -0.335, p= 0.000). While confirming the second main hypothesis of the study, it can be concluded that media news acceptance among librarians is related to their level of media literacy, which is completely consistent with the results of the research of Taghipour et al. (1400), Anthony (2009). Sub-hypothesis 1: Media literacy, the level of use of cyberspace and the acceptance of media news differ based on the age of librarians
To examine this hypothesis, one-way ANOVA analysis of variance test was used, the results of which are reported in the tables below.
According to the ANOVA test, given that the significance level of the test error for all three variables is greater than 0.05, therefore, the lack of difference in the means is confirmed and the difference in the means of the research variables among the three groups is not statistically significant (P > 0.05). Therefore, while rejecting the hypothesis, it can be said that media literacy, the amount of use of cyberspace, and the acceptance of media news do not differ based on the age of librarians. The findings of the present study regarding the lack of relationship between age and media literacy are consistent with the results of the study by Salemi et al. (1400). Esmaili et al. (1398) also showed that among the demographic variables, only age is related to the variable of
ability to detect fake news, which results of the present study are somewhat inconsistent with this study.
Second Sub-Hypothesis: Media literacy, the amount of use of cyberspace, and the acceptance of media news differ based on the field of study of librarians.
One-way analysis of variance test was used to examine this hypothesis.
According to the results of the second sub-hypothesis, given that the significance level of the test error for the amount of use of cyberspace is greater than 0.05, therefore, the lack of difference in the mean is confirmed and the difference in the mean of the use of cyberspace between the three groups is not statistically significant (P<0.05). On the other hand, the significance level of the test error for media literacy and acceptance of media news is less than 0.05, therefore, the difference in the mean in these two variables is confirmed and the difference in the mean of media literacy and acceptance of media news between the two groups of subjects is statistically significant (P<0.05). The results of this hypothesis are in agreement with the results of the study by Esmaili et al. (2019) on the relationship between the field of study and the variable of information literacy in a way. is not linear.
Third Sub-Hypothesis: Media literacy, the amount of use of cyberspace and the acceptance of media news differ based on the type of social media of librarians.
To examine this hypothesis, a one-way analysis of variance test was used.
According to the results of the third sub-hypothesis, given that the significance level of the test error for media literacy is greater than 0.05, therefore, the lack of difference in the mean is confirmed and the difference in the mean of media literacy based on the type of social media of the subjects is not statistically significant (P > 0.05). On the other hand, the significance level of the test error for the amount of use of cyberspace and the acceptance of media news is less than 0.05, therefore, the difference in the mean in these two variables is confirmed and the difference The average amount of use of cyberspace and acceptance of media news by the type of social media used by the subjects is statistically significant (P<0.05). A pairwise comparison of the types of social media used by the subjects in terms of the amount of use of cyberspace and acceptance of media news shows that the difference in the average amount of use of cyberspace on Instagram and others is greater and positive (0.798). Given the significance of the difference, it can be concluded that subjects who prioritize Instagram use have the highest and subjects who use other media (Twitter and Facebook) have the lowest amount of use of cyberspace. According to the table above, the difference in the average acceptance of media news on Instagram and WhatsApp is greater and negative (-0.367), and given the significance of the difference, it can be concluded that subjects who prioritize Instagram use have the lowest and subjects who use WhatsApp have the highest acceptance of media news. The results of this hypothesis are completely consistent with the results of Anthony's (2009) research.
Conclusion:
The turning of users to the Internet due to the lack of sufficient time to visit libraries was one of the reasons for the creation of digital libraries. Digital libraries have facilitated and accelerated users' access to the required information by providing various facilities; but what achieves this goal is a suitable architecture and design in creating a digital library. If the needs of users, the type of society and other factors are taken into account in the design of digital libraries, it can be said that the library will come closer to the intended goals. Considering that in the design of digital libraries, the discussion of the user interface is very important in order to eliminate human factors, digital
libraries must consider the characteristics related to the user interface in their design. Due to the importance of this discussion, the user interfaces of various digital libraries need to be evaluated continuously. The present study also aimed to investigate this issue by evaluating the user interface on the English web pages of selected national digital libraries based on the criteria available in the texts and sources. Conducting the study required criteria through which the evaluation could be conducted. After reviewing the relevant research backgrounds in the field of digital libraries and user interface, it was observed that despite the studies conducted in the field of user interface, these studies had not been conducted completely and comprehensively, and different researchers had each examined only one or a limited number of criteria in the field of different information systems. The present study aimed to investigate the relationship between media literacy and the use of cyberspace and the acceptance of media news among librarians of public libraries in Qom province, and the research hypotheses were tested. A review of domestic and foreign empirical records shows that researchers have addressed aspects of media literacy among different media in accordance with their subject of study, and what has been their focus in most of these studies is the study of media literacy as a dependent variable that is influenced by other factors, and in that all the records have discussed media literacy, they are similar to the present study; however, the present study is distinct from the research record in that it has examined the relationship between media literacy and its dimensions with the use of cyberspace and acceptance of media news among librarians of public libraries in Qom province. In fact, the variables of media literacy and its dimensions, use of cyberspace and acceptance of news from cyberspace are measured together for the first time, so in this respect it has a new nature that will lead to its theoretical expansion and development; In addition to theoretical benefits, it offers solutions to prevent the spread of cyberspace harms among librarians through interventions on these two structures (the Internet and social networks). In summary, it can be said that in order to escape the trap of cyberspace rumors, social media users must equip themselves with media literacy tools to become members of pages and channels and obtain news and information through channels whose main goal is, first, to disseminate news correctly, and second, to disseminate news that is religiously, legally, and morally correct, thus recognizing the truth from Nazareth. Therefore, in today's virtual world, only those who are equipped with the weapon of media literacy can avoid falling prey to the rumor-spreading of news agencies that seek to mentally deceive members of the global community.
The results of one-way analysis of variance of the first sub-hypothesis showed that media literacy, the amount of use of cyberspace, and the acceptance of media news do not differ based on the age of librarians. Therefore, while rejecting the hypothesis, it can be concluded that increasing or decreasing age is not related to media literacy, the amount of use of cyberspace, and the acceptance of media news by librarians. The findings of the present study regarding the lack of relationship between age and media literacy are consistent with the results of the study by Salemi et al. (1400). However, this study found that age has no relationship with media literacy, the amount of use of cyberspace, and the acceptance of media news. Perhaps the most important possible reason for this is the close age gap between librarians, which does not expect much change in media literacy, the amount of use of cyberspace, and the acceptance of media news.
The results of the one-way analysis of variance of the second sub-hypothesis showed that the amount of use of cyberspace does not differ based on the field of study (librarianship and non-librarianship) of librarians, but there is a significant difference between the two groups based on media literacy and acceptance of media news. Based on the results, media literacy among librarians in the library field is higher than in other fields, and acceptance of media news among librarians in the library field is lower than in other fields, which is somewhat inconsistent with the results of the study by Esmaili et al. (2019) based on the relationship between the field of study and the variable of information literacy. However, no consistency or inconsistency was found in the variable of acceptance of media news.
The results of the one-way analysis of variance of the third sub-hypothesis showed that media literacy does not differ based on the type of social media used by librarians, but there is a significant difference based on the amount of use of cyberspace and acceptance of media news. According to the results, the amount of use of cyberspace is higher among librarians who use Instagram more and lower among librarians whose media priority is Twitter and Facebook. Also, the acceptance of media news is lower among librarians who use Instagram more and higher among librarians whose media priority is WhatsApp. Based on these findings, it can be said that the Instagram platform has the highest media consumption among librarians and librarians also accept WhatsApp media news more than other media. Although there is no similar finding in this regard, it can be said that many Iranian users have turned to Instagram after the restrictions imposed on Telegram, and this platform has seen increasing growth among Iranian users after Telegram was filtered. According to published reports, about 49 percent of Iranians are members of Instagram, and it is one of the most popular platforms for businesses; as 90 percent of Instagram users follow at least one business page. The report also believes that 60 percent of Instagram users have announced that they have become familiar with new products on this network. Instagram also plays a role in the world. The results of this hypothesis are completely consistent with the results of Anthony's (2009) research.
Dr Mahdieh Mirzabeigi, Ms Reihaneh Bahri,
Volume 12, Issue 1 (5-2025)
Volume 12, Issue 1 (5-2025)
Abstract
Introduction
Given the important impact of information literacy in today's societies and in line with the efficiency of individuals, especially students, information literacy can be predicted and planned for its management through indicators. Therefore, the present study aims to examine the relationships between the variables of cognitive flexibility and openness to experience with the level of information literacy by examining students of Shiraz University, a university that enjoys a distinguished scientific position in the country and the results of this study may contribute to its scientific growth through further understanding of the factors affecting the information literacy of its students, and to test the extent of the impact of the two variables in predicting the level of information literacy of the said society, if a relationship exists.
Methods and Materoal
This research is descriptive in terms of data collection and quantitative in terms of data nature. The statistical population also includes students of Shiraz University in the academic year 1400-1401, about 17,000 people, and the sample size was calculated as 375 people using the Cochran formula. The members of the research sample were selected using convenience sampling. Data collection was carried out through a questionnaire. To measure the level of information literacy, the research questionnaires of Seng et al. (2020), Pinto et al. (2020), and Lee et al. (2020) were used, based on the classification of the Information Literacy Framework for Higher Education (2016). To measure face and content validity, the questionnaire was sent to seven information science and knowledge experts, and the final version was obtained based on their opinions. The reliability of the research tool was obtained using Cronbach's alpha coefficient of 0.937. To measure cognitive flexibility, the cognitive flexibility questionnaire developed by Dennis & Vander Wal (2010) was used, whose validity was measured by these researchers, and its convergent validity with the cognitive flexibility scale of Martin and Robin (1995) was 0.75. The reliability of this questionnaire was also obtained using Cronbach's alpha, which was 0.787. To measure openness to experience, the Big Five Personality Factors questionnaire by Goldberg (1999) was used, whose validity was proven in the Khormai study (2006) using factor analysis. The reliability of this questionnaire was obtained using Cronbach's alpha, which was 0.788. Pearson correlation tests, linear regression, and stepwise regression were also used to analyze the data.
Resultss and Discussion
in order to examine the power of each variable in predicting the level of information literacy, the correlation between the variables was first calculated through the Pearson correlation test, and the results showed that cognitive flexibility, openness to experience, and information literacy have a positive and significant relationship with each other.
Then, a simple linear regression test was used to examine the role of cognitive flexibility in predicting the level of information literacy of the subjects, and the cognitive flexibility variable was entered as a predictor variable and information literacy as a criterion variable in the regression equation. The findings showed that the regression model of the predictive power of the cognitive flexibility variable on information literacy (F(1/278)=(43/682 p=0/000) with a coefficient of determination R2=/136 is significant. For each unit increase in cognitive flexibility, the information literacy score increases by 58/567 units. In other words, according to the calculated standard regression coefficient, cognitive flexibility explains 36/8 percent of the variance in information literacy (Table 2). Then, a simple linear regression test was used to examine the role of openness to experience in predicting the level of information literacy of the subjects, and the openness to experience variable as a predictor variable and information literacy as a criterion variable was entered into the regression equation and the findings showed that the regression model of the predictive power of the variable of openness to experience on information literacy is significant F(1/ 298) = (97/167 p = 0/000) with a coefficient of determination R2 = /246. For each unit increase in openness to experience, the information literacy score increases by 112/313 units. In other words, according to the calculated standard regression coefficient, openness to experience explains 49/6 percent of the variance in information literacy (Table 3). Finally, the stepwise regression test was used to predict the level of information literacy of users based on the variables of cognitive flexibility and openness to experience. The results of the stepwise regression test showed that among the predictor variables in the first step, the component of openness to experience was able to be the strongest The variable was significantly able to predict the level of information literacy of the subjects (p= /000). This variable alone was able to explain about 50/9 percent of the variance in the level of information literacy. In the second step, the variable of openness to experience explained about 43/1 percent of the variance in the level of information literacy, and cognitive flexibility was able to enter the model and explained 19/5 percent of the variance in the level of information literacy (p= /000). Accordingly, in total, the two variables of openness to experience and cognitive flexibility were able to explain 62/6 percent of the variance in information literacy (Table 4).
Conclusion
The results of this study can be an effort to improve the existing knowledge about information literacy and identify more factors that influence it. Also, the results of this study can help universities, with the help of information literacy experts, design curricula and training workshops to strengthen these components and improve the level of information literacy and to develop students who have higher information literacy and are prepared for future life and careers. Students, also aware of the important role of openness to experience and cognitive flexibility, can overcome the potential problems associated with their lack of information literacy by improving their level of openness to experience and cognitive flexibility by participating in workshops related to these components and also by increasing their information literacy skills by participating in workshops and information literacy training courses.
Given the important impact of information literacy in today's societies and in line with the efficiency of individuals, especially students, information literacy can be predicted and planned for its management through indicators. Therefore, the present study aims to examine the relationships between the variables of cognitive flexibility and openness to experience with the level of information literacy by examining students of Shiraz University, a university that enjoys a distinguished scientific position in the country and the results of this study may contribute to its scientific growth through further understanding of the factors affecting the information literacy of its students, and to test the extent of the impact of the two variables in predicting the level of information literacy of the said society, if a relationship exists.
Methods and Materoal
This research is descriptive in terms of data collection and quantitative in terms of data nature. The statistical population also includes students of Shiraz University in the academic year 1400-1401, about 17,000 people, and the sample size was calculated as 375 people using the Cochran formula. The members of the research sample were selected using convenience sampling. Data collection was carried out through a questionnaire. To measure the level of information literacy, the research questionnaires of Seng et al. (2020), Pinto et al. (2020), and Lee et al. (2020) were used, based on the classification of the Information Literacy Framework for Higher Education (2016). To measure face and content validity, the questionnaire was sent to seven information science and knowledge experts, and the final version was obtained based on their opinions. The reliability of the research tool was obtained using Cronbach's alpha coefficient of 0.937. To measure cognitive flexibility, the cognitive flexibility questionnaire developed by Dennis & Vander Wal (2010) was used, whose validity was measured by these researchers, and its convergent validity with the cognitive flexibility scale of Martin and Robin (1995) was 0.75. The reliability of this questionnaire was also obtained using Cronbach's alpha, which was 0.787. To measure openness to experience, the Big Five Personality Factors questionnaire by Goldberg (1999) was used, whose validity was proven in the Khormai study (2006) using factor analysis. The reliability of this questionnaire was obtained using Cronbach's alpha, which was 0.788. Pearson correlation tests, linear regression, and stepwise regression were also used to analyze the data.
Resultss and Discussion
in order to examine the power of each variable in predicting the level of information literacy, the correlation between the variables was first calculated through the Pearson correlation test, and the results showed that cognitive flexibility, openness to experience, and information literacy have a positive and significant relationship with each other.
Then, a simple linear regression test was used to examine the role of cognitive flexibility in predicting the level of information literacy of the subjects, and the cognitive flexibility variable was entered as a predictor variable and information literacy as a criterion variable in the regression equation. The findings showed that the regression model of the predictive power of the cognitive flexibility variable on information literacy (F(1/278)=(43/682 p=0/000) with a coefficient of determination R2=/136 is significant. For each unit increase in cognitive flexibility, the information literacy score increases by 58/567 units. In other words, according to the calculated standard regression coefficient, cognitive flexibility explains 36/8 percent of the variance in information literacy (Table 2). Then, a simple linear regression test was used to examine the role of openness to experience in predicting the level of information literacy of the subjects, and the openness to experience variable as a predictor variable and information literacy as a criterion variable was entered into the regression equation and the findings showed that the regression model of the predictive power of the variable of openness to experience on information literacy is significant F(1/ 298) = (97/167 p = 0/000) with a coefficient of determination R2 = /246. For each unit increase in openness to experience, the information literacy score increases by 112/313 units. In other words, according to the calculated standard regression coefficient, openness to experience explains 49/6 percent of the variance in information literacy (Table 3). Finally, the stepwise regression test was used to predict the level of information literacy of users based on the variables of cognitive flexibility and openness to experience. The results of the stepwise regression test showed that among the predictor variables in the first step, the component of openness to experience was able to be the strongest The variable was significantly able to predict the level of information literacy of the subjects (p= /000). This variable alone was able to explain about 50/9 percent of the variance in the level of information literacy. In the second step, the variable of openness to experience explained about 43/1 percent of the variance in the level of information literacy, and cognitive flexibility was able to enter the model and explained 19/5 percent of the variance in the level of information literacy (p= /000). Accordingly, in total, the two variables of openness to experience and cognitive flexibility were able to explain 62/6 percent of the variance in information literacy (Table 4).
Conclusion
The results of this study can be an effort to improve the existing knowledge about information literacy and identify more factors that influence it. Also, the results of this study can help universities, with the help of information literacy experts, design curricula and training workshops to strengthen these components and improve the level of information literacy and to develop students who have higher information literacy and are prepared for future life and careers. Students, also aware of the important role of openness to experience and cognitive flexibility, can overcome the potential problems associated with their lack of information literacy by improving their level of openness to experience and cognitive flexibility by participating in workshops related to these components and also by increasing their information literacy skills by participating in workshops and information literacy training courses.
Rahman Marefat, Mahmood Sangari,
Volume 12, Issue 1 (5-2025)
Volume 12, Issue 1 (5-2025)
Abstract
Background and purpose: The present study was conducted with the aim of identifying methods of validating methods of resources among sports science students of Birjand University. In numerous classes involving students from various disciplines, a recurring challenge reported by students was their unfamiliarity with source validation methods. Students, consistently indicated a lack of knowledge on how to assess the credibility of sources. When provided with examples of valid and invalid sources, many students struggled to properly evaluate them. Some students even expressed the belief that source validation was unnecessary, emphasizing merely the importance of using sources rather than verifying their validity. The researchers focused on a specific group—sports science students at Birjand University—to investigate how these students evaluate the sources they need and what challenges they encounter in the process.
Studies suggest that students often lack the skills to assess the credibility of articles found in databases or general websites like Wikipedia and online encyclopedias (Marefat, 1401; Azarang, 1399). For printed sources, students typically consider the author's credibility, organizational affiliation, and the publisher’s reputation as indicators of source reliability (Moradi, 1384). Marefat identified ten main categories related to evaluating sources, including institutional credibility, author credibility, content accuracy, observational reliability, referential validation, publication date, information distortion, credibility doubts, recognition of source credibility, and citation rate, particularly from psychology students’ perspectives (Marefat, 1396).
Research by Keshavarz, Vasfi, and Sha'bani (1393) examined the credibility of internet health information and how personality traits like conscientiousness influence evaluation methods among health-medical professionals. They found that many struggle to assess quality, relying mainly on impartiality, timeliness, and author credibility. Similarly, Roozbahani and Riahi-nia (1395) highlighted that faculty members prioritize content accuracy, data reliability, logical consistency, and relevance in determining source credibility. Kader’s study (Kader, 2013) on nurses identified a six-stage process for evaluating online health information, depending on skills, time, and website quality. Liu and Huang’s research (2005) among Chinese students revealed that current students often base their judgments on author name, affiliation, and website reputation, whereas graduates focus more on the information’s accuracy and quality.
Despite many evaluation efforts, challenges remain: first, understanding how users process unobservable information is difficult; second, differing information needs lead to varied processing approaches; and third, establishing a universal criterion for correct information processing is often impossible outside controlled environments. These issues highlight the complexity of assessing information credibility and the ongoing need for effective evaluation strategies (Liu, 2000).The main questions of the present study are:
1. What are the challenges faced by sports science students at Birjand University in evaluating their required resources?
2. How do sports science students at Birjand University evaluate their required resources?
Method:The statistical population of the present study consisted of 67 sports science students at Birjand University at the time of the research. Given the effort to collect maximum data, all 67 individuals were considered part of the research population, and no sampling was performed. Semi-structured interviews were used for data collection. In total, twenty master's students in sports science were interviewed. The interview process continued until saturation was reached, after interviewing sixteen students. From the sixteenth to the twentieth interview, the data obtained were repetitive, and based on this, the researchers decided to stop data collection. The initial codes were placed under sub-categories and main categories. In the present study, member checking was used to determine the research's credibility. In the present study, the constructivist approach in grounded theory, as proposed by Charmaz (2014), was adopted as the basis for the work, therefore, there is no need to present a paradigmatic model. Data analysis was also performed using MAXQDA 2020 software.
Findings: Among the 67 members of the research population, a total of 20 sports science students from Birjand University were interviewed. A totoal of 50% of the interviewees were women (10 people), and 10 (50%) were men. Categorizes and presents the concepts and codes extracted from the interviews related to the research questions. In the axial coding of the data, a total of 6 main challenges related to the validation methods of resources of sports students present in the interviews were found, such as lack of familiarity with investigating research violations, lack of familiarity with plagiarism, lack of familiarity with plagiarism software, etc. Also, 15 core codes related to the second research question, how to accredit sports students, were obtained.
Conclusion: Interviews with the research population revealed that students in the research population face certain challenges in validating sources. They highlighted "unfamiliarity with examining research misconduct, unfamiliarity with plagiarism, unfamiliarity with plagiarism software, unfamiliarity with citation styles and citation management software, disregard for the author's academic rank, and unfamiliarity with the credibility of open-access articles" in their conversations with researchers.
These points were derived from the overall final concepts identified during the interviews, which included "unfamiliarity with how to examine research misconduct, unfamiliarity with examining research misconduct, unfamiliarity with examining plagiarism, unfamiliarity with plagiarism software, unfamiliarity with citation styles, unfamiliarity with EndNote, disregard for the author's academic rank, and unfamiliarity with the credibility of open-access articles." The findings of the present study emphasize the need for serious attention from all students, including sports science students and other students, to the issue of information credibility and quality, and the necessity of sufficient and continuous training and skills in this area. Skill training in determining the quality and credibility of sources, based on specific and strong criteria, in the form of training courses, workshops, laboratories, projects, and research, are among the immediate actions in this field.
Especially, It is suggested that to better understand the problems and provide better solutions, other qualitative and mixed methods such as foresight and videography with highly standardized checklists be conducted in more extensive and broader research to achieve more generalizable and broader results. It seems that training in source validation methods is needed for the sports science students participating in the research, and their training can reduce the challenges of source validation among students and improve their source validation methods. It is suggested that the data from this research be measured as a quantitative study among students of Birjand University and other various universities across the country.
Studies suggest that students often lack the skills to assess the credibility of articles found in databases or general websites like Wikipedia and online encyclopedias (Marefat, 1401; Azarang, 1399). For printed sources, students typically consider the author's credibility, organizational affiliation, and the publisher’s reputation as indicators of source reliability (Moradi, 1384). Marefat identified ten main categories related to evaluating sources, including institutional credibility, author credibility, content accuracy, observational reliability, referential validation, publication date, information distortion, credibility doubts, recognition of source credibility, and citation rate, particularly from psychology students’ perspectives (Marefat, 1396).
Research by Keshavarz, Vasfi, and Sha'bani (1393) examined the credibility of internet health information and how personality traits like conscientiousness influence evaluation methods among health-medical professionals. They found that many struggle to assess quality, relying mainly on impartiality, timeliness, and author credibility. Similarly, Roozbahani and Riahi-nia (1395) highlighted that faculty members prioritize content accuracy, data reliability, logical consistency, and relevance in determining source credibility. Kader’s study (Kader, 2013) on nurses identified a six-stage process for evaluating online health information, depending on skills, time, and website quality. Liu and Huang’s research (2005) among Chinese students revealed that current students often base their judgments on author name, affiliation, and website reputation, whereas graduates focus more on the information’s accuracy and quality.
Despite many evaluation efforts, challenges remain: first, understanding how users process unobservable information is difficult; second, differing information needs lead to varied processing approaches; and third, establishing a universal criterion for correct information processing is often impossible outside controlled environments. These issues highlight the complexity of assessing information credibility and the ongoing need for effective evaluation strategies (Liu, 2000).The main questions of the present study are:
1. What are the challenges faced by sports science students at Birjand University in evaluating their required resources?
2. How do sports science students at Birjand University evaluate their required resources?
Method:The statistical population of the present study consisted of 67 sports science students at Birjand University at the time of the research. Given the effort to collect maximum data, all 67 individuals were considered part of the research population, and no sampling was performed. Semi-structured interviews were used for data collection. In total, twenty master's students in sports science were interviewed. The interview process continued until saturation was reached, after interviewing sixteen students. From the sixteenth to the twentieth interview, the data obtained were repetitive, and based on this, the researchers decided to stop data collection. The initial codes were placed under sub-categories and main categories. In the present study, member checking was used to determine the research's credibility. In the present study, the constructivist approach in grounded theory, as proposed by Charmaz (2014), was adopted as the basis for the work, therefore, there is no need to present a paradigmatic model. Data analysis was also performed using MAXQDA 2020 software.
Findings: Among the 67 members of the research population, a total of 20 sports science students from Birjand University were interviewed. A totoal of 50% of the interviewees were women (10 people), and 10 (50%) were men. Categorizes and presents the concepts and codes extracted from the interviews related to the research questions. In the axial coding of the data, a total of 6 main challenges related to the validation methods of resources of sports students present in the interviews were found, such as lack of familiarity with investigating research violations, lack of familiarity with plagiarism, lack of familiarity with plagiarism software, etc. Also, 15 core codes related to the second research question, how to accredit sports students, were obtained.
Conclusion: Interviews with the research population revealed that students in the research population face certain challenges in validating sources. They highlighted "unfamiliarity with examining research misconduct, unfamiliarity with plagiarism, unfamiliarity with plagiarism software, unfamiliarity with citation styles and citation management software, disregard for the author's academic rank, and unfamiliarity with the credibility of open-access articles" in their conversations with researchers.
These points were derived from the overall final concepts identified during the interviews, which included "unfamiliarity with how to examine research misconduct, unfamiliarity with examining research misconduct, unfamiliarity with examining plagiarism, unfamiliarity with plagiarism software, unfamiliarity with citation styles, unfamiliarity with EndNote, disregard for the author's academic rank, and unfamiliarity with the credibility of open-access articles." The findings of the present study emphasize the need for serious attention from all students, including sports science students and other students, to the issue of information credibility and quality, and the necessity of sufficient and continuous training and skills in this area. Skill training in determining the quality and credibility of sources, based on specific and strong criteria, in the form of training courses, workshops, laboratories, projects, and research, are among the immediate actions in this field.
Especially, It is suggested that to better understand the problems and provide better solutions, other qualitative and mixed methods such as foresight and videography with highly standardized checklists be conducted in more extensive and broader research to achieve more generalizable and broader results. It seems that training in source validation methods is needed for the sports science students participating in the research, and their training can reduce the challenges of source validation among students and improve their source validation methods. It is suggested that the data from this research be measured as a quantitative study among students of Birjand University and other various universities across the country.
Reza Naserijahromi, Mehdi Mohammadi, Marzieh Abdolvahabi, Solmaz Khademi, Majid Kowsari, Sedigheh Shadi,
Volume 12, Issue 3 (12-2025)
Volume 12, Issue 3 (12-2025)
Abstract
Objective: This research was a synthesis research approach to the concept of critical information literacy.
Methodology: This research was a qualitative method using a five-stage interpretive-critical approach. The statistical population of this research focused on primary sources close to the field of the present study. The criterion for selecting the studies under study was alignment and coherence with the purpose, title, and variables of the present study. In this regard, the search for sources was carried out according to the research question and based on the knowledge gained from reviewing the theoretical background. The keywords entered in scientific search engines and databases such as Web of Science, Google Scholar, Science Direct, Elsevier, Scopus were: synthesis research approach, media literacy, critical literacy, critical information literacy, and information news. After the collected data reached a saturation point and the need to select studies was no longer needed, the review and interpretation process began. The findings obtained from the analysis and synthesis of research reports related to critical information literacy were categorized into three main themes: "Scientometrics of Information Literacy", "Correlation of Information Literacy and Critical Thinking", and "Media Information Literacy".
Conclusion: In fact, a necessary knowledge, awareness, and skills with a standard framework of information and critical literacy can independently provide a suitable infrastructure and foundation for the interaction of information literacy and critical literacy, which will create a balance and interaction between the capacities and abilities of curiosity, creativity, and judgment in individuals.
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