تحليل روند تاريخي آموزش مراجعان كتابخانه ها: آيا كتابداران مربي هم هستند؟

Analysis of historical trend of user education: Are librarians educators as well

هدف: هدف اصلي پژوهش حاضر بررسي روند تاريخي آموزش مراجعان كتابخانه‌ها و صلاحيت‌هاي لازم براي افراد مدرس است. روش: پرسشنامه محقق ساخته مشتمل بر 6 سئوال جمعيت شناختي، 4 سئوال با پاسخ بلي/خير و 13 سئوال نظر سنجي با استفاده از طيف ليكرت 5 گزينه‌اي تنظيم گرديد. روائي اين پرسشنامه توسط 4 استاد از رشته‌هاي علم اطلاعات و دانش شناسي و روانشناسي مورد تأييد قرار گرفت. پايائي پرسشنامه با استفاده از ضريب آلفاي كرانباخ تعيين گرديد. يافته ­ها: يافته ­ها نشان داد كه كتابداران دو دانشگاه به طور كل ميزان صلاحيت خود را براي آموزش مراجعان "تا اندازه‌اي" مي‌دانند، و تنها موردي كه در حد "زياد" اعلام شد "لذت بردن از آموزش" مي‌باشد. نتيجه­ گيري: در رتبه‌بندي گويه‌هاي مورد پرسش، پاسخ گويان گويه‌هاي "لذت بردن از آموزش"، "آمادگي براي تدريس"، و "داشتن قدرت بيان براي انتقال مفاهيم" را به ترتيب واجد بالاترين اهميت دانستند.

Aim. The main purpose of this research is to study the historical trend of user education in libraries and the competencies required for teacher-librarians to teach. It also aims to survey the viewpoints of academic librarians at Shahid Chamran and Jundi Shapur University of Medical Sciences in Ahvaz. Method. For the first part of the study, the literature was reviewed; For the second part of the paper, an author-designed questionnaire was used. The validity of the questionnaire was approved by 4 teaching staffs in the fields of LIS and psychology. The reliability of the questionnaire was determined by Cronbach's Alpha which was 0.91 for men, 0.79 for women, and 0.90 for the whole scale. Of 80 questionnaires distributed, 56 questionnaires were used in analyses using SPSS 19. Results. The results showed that librarians totally assessed their competency for teaching as "moderate"; the only item being "high" was "enjoying teaching others". Using Friedman rank test, it was revealed that respondents ranked the items "enjoying teaching others", " teaching competency", and "ability to transfer the concepts to others" as the first, the second, and the third in terms of importance, respectively. The 13th, the last, was "being familiar with designing exam questions". Keywords: reference librarians; user education; teacher-librarians' competencies; academic libraries