대학생의 정보활용능력이 자기주도학습에 미치는 영향 = Influences of College Students' Information Literacy on their Self-directed Learning

국문 초록 (Abstract)

본 연구는 현 대학생의 계열별 정보활용능력과 자기주도학습의 정도가 어떠한지 측정하고, 대학생의 정보활용능력을 증진하고 자기주도학습을 잘 수행할 수 있는 학습에 도움이 될 수 있도록 정보활용능력과 자기주도학습의 상관관계와 영향관계를 분석하고자 한다. 정보활용능력이 자기주도학습을 증진시키는 하나의 요인이라면, 정보활용능력을 증진시키기 위해 계열별로 어떠한 차이가 있는지 알아보고자 하였다.

다국어 초록 (Multilingual Abstract)

This study would diagnose the level of college students' information literacy and self-directed learning and figure out the degree of the influence of information literacy on self-directed learning.
Based on this, this study would propose a teaching-learning method for promoting information literacy by the department as one of the teaching-learning methods in the college course.
The questions of this study are as follows:
1. What is the relationship between college students' information literacy and self-directed learning by the department?
2. What are the influences on college students' information literacy and self-directed learning?
3. Is there a difference in college students' information literacy and self-directed learning by their major department?
This study conducted a survey in order to measure the degrees of college students' information literacy and self-directed learning quantitatively. 300 four-year college students were sampled randomly, and finally, 254 copies of data were used for an analysis. This study excluded freshmen who did not experience a course of learning in college.
As a result of an analysis of the mean of the college students’ information literacy, the score for information ethics was the highest, followed by information expression, information integration, information evaluation, information request and information retrieval. As a result of an analysis of their self-directed learning, the score for the practice of learning was the highest, followed by the evaluation of learning and plan for learning.
There were high correlations among sub-factors of the college students’ information literacy and self-directed learning, and there were differences in the correlations by the department.
The department of social studies had the highest correlation, followed by the department of engineering science, the department of natural science, the department of humanities.
The college students’ information literacy had an influence on self-directed learning. Of the sub-factors, information request and information integration had influences on plan for learning, the practice of learning and the evaluation of learning while information evaluation had influences on the practice of learning and the evaluation of learning.
As for the difference in information literacy by the department, the departments of social studies and engineering science had higher score for information retrieval than the department of natural science did, which showed a significant difference. As for the difference in self-directed learning by the department, the department of humanities had a higher score for the practice of learning than the departments of natural science and engineering science did, which showed a significant difference, and in the evaluation of learning, the department of humanities had a higher score than the department of engineering science did, which showed a significant difference.
In primary and secondary school courses, the information literacy education should focus on the cultivation of students’ ability to perceive information to find, evaluate and analyze the information they found, apply it to new information, deliver it effectively to use it correctly with a focus on information literacy.
In order to produce talented persons with the ability of lifelong learning by completing a college course, teachers who know the nature and essence of the study, well should make efforts to develop a teaching-learning method in order to promote the learners’information literacy.

목차 (Table of Contents)

• Ⅰ.서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 3
• 3. 용어의 정의 4
• 4. 연구의 제한점 6
• Ⅱ. 이론적 배경 및 선행연구의 고찰 6
• 1. 정보활용능력의 개념과 기준 6
• 2. 자기주도학습의 개념과 구성요인 22
• 3. 정보활용능력과 자기주도학습의 선행연구 32
• 4. 대학 전공의 분류와 계열별 학문형태 및 학습유형 35
• Ⅲ. 연구방법 42
• 1. 연구대상 42
• 2. 연구도구 43
• 3. 자료분석방법 45
• 4. 연구절차 47
• Ⅳ. 연구결과 48
• 1. 자료의 기술통계치 48
• 2. 계열별 정보활용능력과 자기주도학습의 상관관계 50
• 3. 정보활용능력과 자기주도학습의 영향관관계 56
• 4. 계열별 정보활용능력과 자기주도학습의 차이 59
• Ⅴ. 논의 65
• 1. 정보활용능력과 자기주도학습의 영향관계 65
• 2. 대학생의 계열별 정보활용능력과 자기주도학습의 차이 67
• Ⅵ. 결론 및 제언 73
• 1. 결론 73
• 2. 제언 74
• 참고문헌 75
• ABSTRACT 83