The article summarizes the results of the evaluation of information literacy on a sample of students from six Slovenian faculties. The results show that on average, students' information literacy is satisfactory, and improves with each progressing year of education. Students are well aware of information sources and databases; they are able to adequately evaluate the collected information, and use it in academic work. However, students are less proficient in advanced strategies and techniques of information searching, and least successful in topics related to intellectual property and ethical issues in the acquisition and use of information. Study courses dedicated to information literacy significantly increase information literacy of students, particularly in subjects where the knowledge and skills lag behind. Most often used ICT devices among students are smart phones and laptops; desktop computers and tablets are used less frequently. Usage of specialized databases for essay writing is required in approximately one quarter of study courses; almost half of the courses require only information that can be obtained through general web search. On average, students feel competent and confident in searching for information on the web, but significantly less confident in the use of advanced search strategies and techniques in specialized databases.
COBISS.SI-ID: 1572188
The paper presents three adapted citation styles that enable automated generation of citations and bibliographic sources in writing scientific and technical texts within the Microsoft Word environment. A comparison of free and commercially available tools for bibliography management is given in the introduction, with description of the main advantages and disadvantages. The importance of correct citations is presented in the context of information literacy competencies of students in higher education. The core of the contribution focuses on implementation and software solutions for the design of three modified citation styles in the XML programme language, built according to the obligatory requirements for students of the Faculty of Natural Sciences and Engineering and students of the Faculty of Health Sciences of the University of Ljubljana, as well as for the authors of scientific and technical papers of the Infokomteh international conference. Examples of incorporation of modified bibliographic styles into the Microsoft Word are presented, as well as examples of scientific texts with citations and bibliography, formatted by using the styles. For students and Infokomteh paper authors alike, the modified bibliographic styles contribute to significantly easier citing and bibliographic formatting, particularly in terms of correctness, ease, and time-saving.
COBISS.SI-ID: 1560156
This paper presents the results of a qualitative study of e-learning in secondary Chemistry teaching. The objectives of the study were to determine (1) whether the students' general science knowledge, their computer literacy and their study self-esteem and motivation affect the satisfaction and success of independent e-learning in chemistry, (2) whether the time, spent by students on independent learning, depends on their motivation and academic self-esteem, and whether the students' satisfaction and success at independent e-learning are correlated with the time they dedicated to independent learning, (3) and whether the students envision this kind of independent chemistry e-learning as suitable for secondary education. The study involved 10 gymnasium students, who independently processed two chapters on the natural dyes, selected from the optional topics of the new e-textbook Chemistry 3. The collected data were analyzed qualitatively. The research results show that (1) the success at understanding and acquiring new knowledge are importantly influenced by the time, the students spent on the independent work, and their general science knowledge. Intrinsic motivation and academic self-esteem have demonstrated less of an impact; (2) students' computer literacy ie. their prior computer knowledge, had a strong impact on their independent e-lesson satisfaction; other factors are less important; (3) students generally accept learning through e-textbook as appropriate and interesting for secondary education, but the majority would prefer e-textbooks used as a complement to rather than a substitute for the teacher's explanation.
COBISS.SI-ID: 1577308