فهرست نشریات علمی دسترسی آزاد ایران

Background: Information literacy is the basis for lifelong learning. Information literacy skills,especially for student in an environment that is full of information from multiple technologiesare being developed is equally important. Information literacy is a set of cognitive andpractical skills and like any other science, proper training is needed, and standard‑basededucation is definitely better and evaluation would be easier. This study aimed to determinethe impact of information literacy training course on information literacy skills of IsfahanUniversity of Medical Sciences students based on ACRL standard in 2012. Materials andMethods: The study method is semi‑experience with two group design (with pre‑test andpost‑test) and applied. The data collection toll was a questionnaire assessing student’sinformation literacy that developed by Davarpanah and Siamak and validity was confirmedby professional librarians and reliability as measured by Cronbach’s alpha, was 0.83. Thesample consisted of 50 undergraduate students from Isfahan University of Medical Sciencesthat by random sampling method was perch in both case and control groups. Before andafter the training (once a week), a questionnaire was distributed between the two groups.This training was held in a classroom equipped with computers with internet access and inaddition to training using brochures and librarian presentation, interactive methods such asdiscussion and exercises were used. The data were analyzed using SPSS version 20 softwareand two level of descriptive (mean and SD) and inferential statistics (t‑test and t‑paired).Results: The results showed that the students’ information literacy scores before the trainingwas lower than average, so that in the control group was 32.96 and in the case group was33.24; while information literacy scores in the case group significantly increased after thetraining (46.68). Also, the effect of education, respectively had a greater impact on the abilityto access information (the second standard), ethics and legal use of information (the thirdstandard), effective use of information (the fourth standard), critically evaluate information andits sources (the fifth standard). Conclusion: This study showed that the training was effectiveon enhancing students’ information literacy skills as the greatest impact was on increasing the ability to access information. Due to low mean score information literacy in the context ofobject recognition, there is a need for more training in this area.