ارائۀ الگویی برای توسعۀ روش‌شناختی مطالعات سواد اطلاعاتی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس ارشد علم اطلاعات و دانش‌شناسی، دانشگاه شهید بهشتی، تهران، ایران.

2 نویسنده مسئول، استادیار، گروه آموزشی علم اطلاعات و دانش‌شناسی، دانشگاه شهید بهشتی، تهران، ایران.

3 دانشیار، گروه آموزشی علم اطلاعات و دانش‌شناسی، دانشگاه شهید بهشتی، تهران، ایران

چکیده

هدف:پژوهش حاضر بر آن است که چارچوب‎های روش‎شناختی به کار رفته مقالات حوزه سواد اطلاعاتی را مورد مطالعه قرار دهد و بر اساس همین چارچوب‎ها، الگوی جدیدی را برای مطالعات سواد اطلاعاتی به منظور توسعۀ روش‌شناختی پیشنهاد نماید.
روش: در پژوهش حاضر از چارچوب آمیخته برای دستیابی به نتایج استفاده شده است. جامعه پژوهش، همۀ مقالات فارسی و انگلیسی حوزه سواد اطلاعاتی طی سال‎های 1992 تا 2023 شامل 682 مقاله بود که با روش نمونه‌گیری نظری، مقالاتی که دارای اصالت روش‌شناختی بودند انتخاب و باقی مقالات کنار گذاشته شد و در آخر 193 مقاله به عنوان حجم نمونه انتخاب گردید. ابتدا به روش مقوله‎بندی، پژوهش‎های حوزه سواد اطلاعاتی در سه رویکرد کمی، کیفی و آمیخته تقسیم‌بندی شد. در ادامه به روش تحلیل مضامین، چارجوب روش‌شناختی مقالات منتخب مشخص گردید و مضامین و ایده‌های روش‎شناختی متمایز آن‎ها استخراج شد و با بهره‌گیری از اندیشه‌های روی باسکار و روش طبقه‎بندی مفاهیم، الگویی برای توسعۀ روش‌شناختی مطالعات این حوزه ارائه گردید.
یافته‌ها: چارچوب‌های روش‌شناختی در سه دستۀ شناخت تجربی، شناخت رویه‌ای و شناخت استفهامی جای گرفتند. شناخت تجربی، سطح ارائه روش‌شناسی‌های نازل، و عموماً شامل روش‌هایی است که با آنها می‌توان به درکی کلی از مسئله رسید و روش‎های پیمایشی، تجربی، دلفی و امثال آن در این سطح‎اند. شناخت رویه‌ای، سطح میانی پژوهش‎های سواد اطلاعاتی است و بیشتر به دنبال بررسی رویه‌هاست. این سطح بالاتر از شناخت تجربی است و درکی از مراحل دستیابی به سواد به‎دست می‎دهد. شناخت استفهامی، سطح عالی پژوهش‎های سواد اطلاعاتی است که در آن تضادها، درگیری‎ها، زدوخوردها، و دیالکتیک کنشگران برای کسب اطلاعات، و ساختارهای محدودکننده بررسی می‎شود.
نتیجه‎گیری: پژوهش در حوزۀ سواد اطلاعاتی، با توجه به روش‎های به‎کاررفته تاکنون، و با توجه به الگوی باسکار، بهتر است با مطالعۀ تجربی آغاز شود، با مطالعات رویه‎ای دنبال گردد و به مطالعۀ استفهامی خاتمه یابد. تک‎بعدی بودن پژوهش‎های این حوزه و طی نشدن این روال، موجب گسستگی نتایج و غنا نیافتن داده‎ها در طول فرایند می‎شود و اثربخشی نتایج را کاهش می‎دهد. 

کلیدواژه‌ها

عنوان مقاله [English]

Introducing a Model for the Methodological Development of Information Literacy Studies

نویسندگان [English]

  • Mohammad-Javad Tarang 1
  • Mahdi Shaghaghi 2
  • Amir-Reza Asnafi 3
1 Department of Information Science and Knowledge Studies, Shahid Beheshti University, Tehran, Iran
2 Department of Information science and knowledge studies, Shahid Beheshti University, Tehran, Iran
3 Associate Prof., Dept. of Information Science and Knowledge Studies, Shahid Beheshti University, Tehran, Iran
چکیده [English]

Objective:The current research aims to examine the methodological frameworks employed in scholarly articles on information literacy. Based on these frameworks, it seeks to propose a new model for information literacy studies to contribute to methodological development.
Method: In the present study, a mixed-method framework was used to achieve the results. The research population consisted of 682 Persian and English articles in the field of information literacy published between 1992 and 2023. Using theoretical sampling, articles with methodological originality were selected, while similar or redundant articles were excluded. Ultimately, 193 articles were chosen as the sample for analysis. First, through a categorization process, the studies in the field of information literacy were divided into three approaches: quantitative, qualitative, and mixed. Next, thematic analysis was used to identify the methodological frameworks of the selected articles, and their distinct methodological ideas and themes were extracted. Finally, a model for the methodological development of studies in this field was proposed, incorporating Roy Bhaskar's ideas and the concept classification method.
Results: Based on the research's output model, the methodological frameworks were categorized into three levels: empirical knowledge, procedural knowledge, and perceptual knowledge. The level of empirical knowledge is considered the foundational level, encompassing basic methodologies. It generally includes methods used to gain an understanding of the general context of the subject under study, such as surveys, experimental methods, Delphi studies, and similar methodological frameworks. The level of procedural knowledge represents the intermediate level of information literacy research, primarily focusing on investigating the processes, steps, patterns, and procedures involved in acquiring information literacy. This level goes beyond empirical knowledge by examining the steps, stages, and processes, as well as how literacy is achieved. The level of perceptual knowledge is the third and highest level of information literacy research. At this level, the researchers aim to study contradictions, conflicts, and the dialectical interactions among actors in obtaining information, as well as the structures that limit access.
Conclusions: Research in the field of information literacy, considering the methods employed thus far and in light of the Bhaskar model, should ideally begin with empirical studies, proceed to procedural studies, and conclude with interrogative studies. The one-dimensional nature of research in this field, along with the failure to follow this sequence, often leads to fragmented outcomes and a lack of data enrichment throughout the process. This, in turn, diminishes the effectiveness and impact of the findings

کلیدواژه‌ها [English]

  • research methodology
  • information literacy
  • conceptual model
  • empirical knowledge
  • procedural knowledge
  • perceptional knowledge

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دوره 58، شماره 3
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