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图书情报工作 ›› 2022, Vol. 66 ›› Issue (3): 65-71.DOI: 10.13266/j.issn.0252-3116.2022.03.008

• 工作研究 • 上一篇    下一篇

信息素养教育直播培训的学员专注度影响因素实证研究

廖青云1, 李玲1,2, 路璐1, 费鹏飞1, 邹沐宏1   

  1. 1. 中国科学院文献情报中心 北京 100190;
    2. 中国科学院大学经济与管理学院图书情报与档案管理系 北京 100190
  • 收稿日期:2021-08-12 修回日期:2021-10-11 出版日期:2022-02-05 发布日期:2022-02-16
  • 通讯作者: 李玲,研究馆员,硕士生导师,通信作者,E-mail:liling@mail.las.ac.cn
  • 作者简介:廖青云,馆员,硕士;路璐,馆员,硕士;费鹏飞,馆员,硕士;邹沐宏,馆员,硕士。
  • 基金资助:
    本文系中国科学院文献情报能力建设专项项目“中国科学院文献情报个性化服务优化与示范项目”（项目编号：Y9291103）研究成果之一。

An Empirical Study on the Influencing Factors of Trainee Concentration on Information Literacy Education Live Training

Liao Qingyun1, Li Ling1,2, Lu Lu1, Fei Pengfei1, Zou Muhong1   

  1. 1. National Science Library, Chinese Academy of Sciences, Beijing 100190;
    2. Department of Library, Information and Archives Management, School of Economics and Management, University of Chinese Academy of Sciences, Beijing 100190
  • Received:2021-08-12 Revised:2021-10-11 Online:2022-02-05 Published:2022-02-16

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摘要： [目的/意义] 直播培训是一种便捷的知识传播方式，尤其是新冠疫情以来，已经成为了一种必不可少的知识传播手段，也已经成为图书馆开展信息素养教育培训的重要途径。分析信息素养教育直播培训中学员专注度影响因素，对改进直播培训工作具有借鉴意义。[方法/过程] 基于“中科院科研信息素养讲堂”开展的171场直播培训数据，从培训活动组织的视角出发，通过构建回归模型，实证分析培训内容、培训组织、培训时间、收看设备等直播培训组织实施过程中的多个核心要素对学员专注度的影响，并进一步探讨各因素对移动端和非移动端学员专注度的影响。[结果/结论] 实证结果表明收看设备、是否课程、是否报名显著影响学员专注度，主题类型、学科属性、是否收费、时间安排等对移动端学员专注度影响显著。建议优化培训内容体系、规范培训组织管理、加强移动服务研究、采用激励措施及加强实操培训和互动环节。

关键词: 信息素养教育, 直播培训, 专注度, 影响因素, 移动端

Abstract: [Purpose/significance] Live training is a convenient way of knowledge dissemination, especially since COVID9, it has become an indispensable means of knowledge dissemination, and has also become an important way for libraries to develop information literacy education training. Analyzing the influencing factors of trainee concentration during information literacy education live training has references to improve the live training services. [Method/process] The research was based on the 171 live training data carried out by the "Scientific Information Literacy Lecture Hall of the Chinese Academy of Sciences". From the perspective of the organization of training activities, by constructing a regression model, it empirically analyzed the impact of core elements of the training content, training organization, training time, and viewing equipment during the implementation process of the live training organization to the trainee concentration, and further explored the impact of various factors on the concentration of mobile and non-mobile trainees. [Result/conclusion] The empirical results show that the viewing equipment, course or not, and register or not significantly affects the concentration of the trainees. Theme types, subject attributes, charge or not, and time arrangements have a significant impact on the concentration of mobile terminal trainees. It is suggested to optimize the training content system, standardize training organization management, strengthen mobile service research, adopt incentive means and strengthen practical training and interactive links.

Key words: information literacy education, live training, concentration, influence factors, mobile terminal

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