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Showing 21 results for Information Literacy
Reza Naserijahromi, Mehdi Mohammadi, Marzieh Abdolvahabi, Solmaz Khademi, Majid Kowsari, Sedigheh Shadi,
Volume 0, Issue 0 (5-2022)
Volume 0, Issue 0 (5-2022)
Abstract
Objective: This research was a synthesis research approach to the concept of critical information literacy.
Methodology: This research was a qualitative method using a five-stage interpretive-critical approach. The statistical population of this research focused on primary sources close to the field of the present study. The criterion for selecting the studies under study was alignment and coherence with the purpose, title, and variables of the present study. In this regard, the search for sources was carried out according to the research question and based on the knowledge gained from reviewing the theoretical background. The keywords entered in scientific search engines and databases such as Web of Science, Google Scholar, Science Direct, Elsevier, Scopus were: synthesis research approach, media literacy, critical literacy, critical information literacy, and information news. After the collected data reached a saturation point and the need to select studies was no longer needed, the review and interpretation process began. The findings obtained from the analysis and synthesis of research reports related to critical information literacy were categorized into three main themes: "Scientometrics of Information Literacy", "Correlation of Information Literacy and Critical Thinking", and "Media Information Literacy".
Conclusion: In fact, a necessary knowledge, awareness, and skills with a standard framework of information and critical literacy can independently provide a suitable infrastructure and foundation for the interaction of information literacy and critical literacy, which will create a balance and interaction between the capacities and abilities of curiosity, creativity, and judgment in individuals.
Hasan Mahmoudi, Abolfazl Taheri,
Volume 2, Issue 2 (9-2015)
Volume 2, Issue 2 (9-2015)
Abstract
Background and Aim: This research aims to explore relation between health literacy and information literacy of post-graduate students in Ferdowsi university of Mashhad.
Method: This research is descriptive-correlational survey research. Population included post-graduate students of Ferdowsi university of Mashhad that 368 of them were selected via stratified sampling. Two Questionnaires were used for data collection. First one was Health Literacy for Iranian Adults (HELIA) that was a reliable and valid instrument for measuring health literacy in Iran and include the following constructs: ability to read, ability and skills to access, understand, and appraise health information, make decisions, and practice in order to maintain or improve health. The second one was designed by the researchers in order to measure information literacy skills including four dimensions: identifying information needs, locating, organizing, and evaluating information.
Results: Finding showed that 25% of students have inadequate health literacy, 38.31% of them have moderate literacy and others have normal high-quality health literacy. Also, their information literacy level is higher than average. Also the results show significant and positive correlation between information literacy and health literacy. Level of health literacy in female students is higher than males and level of this variable in Ph. D. Students is more than Master students. Findings showed that post graduate students search the internet and communicate with friends in order to acquire health information.
Conclusion: Since, Impact of Information literacy on information skills from the access to evaluation and use of information. So, Enhancement of information literacy skills in students could improve their health literacy. Accordingly, libraries can increase level of students’ health literacy by learning information literacy skills. Some libraries’ programs are noticed in order to enhance level of students’ health literacy and information literacy
Elham Esmaeil Pounaki, Mohammad Reza Esmaili Givi, Fateme Fahimnia,
Volume 2, Issue 4 (3-2016)
Volume 2, Issue 4 (3-2016)
Abstract
Background and Aim: The aim search was to investigate the relationship between media literacy and information literacy of students of communication and information sciences and knowledge studies, and its impact on their entrepreneurial ability.
Methods: This is a survey correlational method. Population consists of postgraduate students in information science and knowledge and communication sciences at Tehran and Allameh Tabatabai University. Data was collected from two sources: library documents and questionnaires. First, library method was used to examine the theoretical foundations of media literacy, information literacy and entrepreneurship. Then, by careful examination of literature - based on the research model - a questionnaire created and distributed. Data was analyzed by Independent One-Sample t-Test and Spearman Rank Correlation Coefficient.
Results: Findings showed that the level of media literacy and information literacy of students is desirable and the level of characteristics of entrepreneurship is relatively desirable.
Conclusion: The Pearson Correlation test showed a significant relationship between the variables of media literacy and information literacy. The impact of information literacy on entrepreneurial ability was confirmed and the impact of media literacy on entrepreneurial ability was rejected.
Fatemeh Saleki Maleki, Esmat Momeni, Golnesa Galini Mogadam,
Volume 3, Issue 4 (3-2017)
Volume 3, Issue 4 (3-2017)
Abstract
Background and Aim: This study is set to represent information search process in the selected preschool children in Tehran (namely Mahgol and Taranom) and compare the results with BAT model.
Methods: This is an Applied and comparative study with qualitative approach based on grounded theory. Research population was preschool children in Tehran from two different regions of city. Sampling was done by multi-stage and clustering purposive method. Considering the context of the society, preschools in two different regions of Tehran were selected. 20 children were selected as a sample of the study. Three groups including children, teachers and parents were studied.
Results: The results show that information search behavior in Mahgol and Taranom preschools include education, preparing, predictive behavior, curiosity and incomprehension. In comparison with BAT model, it has education of concepts instead of reading. They have shown planning, finding, gathering data and organizing behavior in doing research assignments. Defining behavior was rare and there were no evaluating behavior in comparison with BAT model. Some similar behaviors with BAT model were seen in the second stage. Happiness behavior was seen less than other behaviors. Referencing was seen in the telling stage and there was little interpreting and integrating. The same behaviors with BAT model were seen in the third stage.
Conclusion. Educating information search process to preschool children based on BAT model can enrich children’s skills in research.
Nastaran Poursalehi, Fatima Fahimnia, Abbas Bazargan, Maryam Nakhoda,
Volume 3, Issue 4 (3-2017)
Volume 3, Issue 4 (3-2017)
Abstract
Background and Aim: Information literacy is a contextual concept that needs to be studied in different contexts like schools. Promoting reading literacy is a core instructional objectives of Persian literature curriculum and also a part of information literacy. Understanding Concept of information literacy helps us to understand information literacy in elementary schools and can implement it in information literacy Instruction and Assessment of schools.
Methods: This research is a phenomenological research that used Qualitative Content Analysis technique for analyzing Semi structured interviews and Observations. Theoretical sampling was used and three schools were selected. We interview with four Teachers and observed four classes in Fourth Grade.
Findings: based on data analyzing we can describe information literacy for language in Fourth Grade in this phrases: “Set the scene: Make a space for thinking, reflecting and planning”, “ emerging of determining information need”, “locating and searching of information”, “information engagement”, “information Processing”, “record, organize and ethical use of information”, “Communication”, “Presentation”.
Result: based on findings, teachers highly focused on developing skills of information engagement(reading, listening, viewing), Information Processing(supplying Infrastructures of text understandings; Practice textual, audio, visual comprehension; practicing information processing in action), presenting information(in written and Unwritten format and learning how to do them). Integrating information literacy with language curriculum seems that can help to achieve language instructional objectives. The findings can be used for designing instrument of information literacy assessment and also can be used for teacher training.
Leila Khalili, Aziz Hedayati Khoshemehr, Samad Rasoulzadeh Aghdam, Behnaz Sheibany,
Volume 4, Issue 2 (9-2017)
Volume 4, Issue 2 (9-2017)
Abstract
Background and Aim: Information literacy is a key element in the development of an independent and effective learning in higher education in the 21st century. The aim of this study was to investigate the relationship between information literacy and learning motivation in undergraduate students. In addition, the mean score of information literacy was measured based on educational and demographic variables.
Methods: This applied research carried out with a quantitative approach and survey method. The data collection instrument was a questionnaire. The study population was undergraduate students at Azarbaijan Shahid Madani University and 379 samples were selected using stratified random sampling. Descriptive and inferential statistics analyses (Pearson correlation, independent T and ANOVA) were performed using SPSS software.
Results: Students' information literacy based on five standards was 2.48. Based on the findings of the Pearson correlation coefficient with 99 percent confident there was positive and significant relationship between information literacy and learning motivation. In addition there was positive and significant relationship between information literacy and Grade Point Average (GPA) of students with 99 percent confident. Based on independent T-test was not observed a significant difference in male and female students' information literacy. ANOVA test showed a significant difference with 99 percent confident between information literacy and entrance year of students. Based on ANOVA test there was no significant differences on students' information literacy based on field of study.
Conclusion: Students' information literacy unsatisfactory. Information literacy had a positive relationship with learning motivation. Also there was a positive relationship between information literacy and academic performance (GPA). Information literacy of senior students was more than freshmen. Information literacy of students in four areas of study (Humanities, Engineering, Agriculture and Science) was almost similar.
Dr. Mohsen Nowkarizi, Mr. Ali Akbari, Dr. Reza Rostami, Dr. Ali Moghimi,
Volume 5, Issue 4 (3-2019)
Volume 5, Issue 4 (3-2019)
Abstract
Background and Aim: Under the influence of various factors, people use different methods and methods to obtain information and express different information behaviors. These behaviors have been introduced in the form of patterns and models of information retrieval by information science experts in recent decades, which can be used in various fields. One of these areas that almost all people are directly or indirectly involved in is the field of treatment and medicine.
Methods: This paper whit quasi-experimental examines the Analysis of information behavior of psychotherapists in the process of diagnosing and treating mental disorders based on the Kuhlthau information search process model. The population of this study is psychologists and psychiatrists with more than two years of treatment history. The sample selected from this group also includes 30 therapists who entered the competition through a public call as a top therapist using a simple sampling method.
Results: The findings show that the sequence of therapists' movements is in accordance with Kuhlthau's opinion and they perform a repetitive movement in the diagnosis and treatment process, but the level of presence of therapists (time spent) differs at different stages from the model considered by Kuhlthau. The findings also showed that variables such as treatment history, field of study, and gender could influence the behavior of therapists. On the other hand, the relationship between the information of the therapists' information behavior and variables such as information literacy, state anxiety and trait, specialized knowledge and self-assessment of therapists was significantly evaluated.
Conclusion: The information behavior that a treatment specialist performs in his or her treatment process can be analyzed according to the Kuhlthau model.
Dr. Ali Jalali Dizaji, Mr. Arafat Lotfi, Dr. Golnessa Galyani Moghaddam,
Volume 6, Issue 1 (4-2019)
Volume 6, Issue 1 (4-2019)
Abstract
Background and Aim: This article studies the information literacy skills of Kurdistan University graduate students and its relationship with their information grounds.
Methods: The research used descriptive-correlation survey methodology. The statistical population consisted of 1977 Master degree students at University of Kurdistan and 321 members thereof selected by stratified random method for research sample. Data collected by a questionnaire including two sections for identification of the students’ information grounds and information literacy skills. Descriptive as well as inferential statistics were used for data analysis.
Results: Kurdistan University graduate students overall information literacy was above average and desirable in five literacy skills. Results on the relationship between research variables showed that there is a positive and strong correlation between academic information grounds and information literacy competencies. Correlation between scientific information grounds and information literacy competencies is positive and suitable where it is positive and moderate between public information grounds and information literacy competencies. There is a negative correlation between first and second information literacy competencies and information grounds; straight and positive correlation between third and fourth information literacy competencies with grounds and fifth information literacy competency and information grounds correlation is insignificant but negative. It is concluded that priorities among three dimensions is for academic and scientific information needs but public information needs is less concerned and deficiency should be improved.
Conclusion: Article is valuable for information literacy competencies recognition and its advantages for correlation indication between information literacy and information grounds and policy making on research population.
Mr. Ramin Gharibzadeh, Dr. Mahdi Moeinikia, Mr. Khalil Mokallaf Sarband,
Volume 6, Issue 4 (3-2020)
Volume 6, Issue 4 (3-2020)
Abstract
Background and Aim: The purpose was to analyze the effect of administrators professional ethics on teachers' ethical decision making by examining the mediating role of information literacy among teachers in the second district of Urmia.
Method: Study is a descriptive, correlational survey. Population comprised of 982 teachers in District 2, of which 262 were selected by simple random sampling method using Morgan table. Instruments were: Ghasemzadeh et al.'s Professional Ethics Questionnaire (2013), Katl Ethical Decision Making Questionnaire (2003), and Davarpanapah DAS Information Literacy Questionnaire (2008). Validity (content, convergent and divergent) and reliability (factor loading, composite reliability coefficient and Cronbach's alpha coefficient) of the questionnaires indicated that the measuring instruments have a good validity and reliability.
Results: Results of hypotheses testing by SMART-PLS software, using t-test and path coefficients (β) showed that professional ethics has a strong, direct significant effect on information literacy of teachers in District Two of Urmia. Also, professional ethics and information literacy have a strong, direct significant effect on the moral decision-making of teachers in the second district of Urmia. Then again, information literacy can play a mediating role in the relation of professional ethics and teachers 'ethical decision-making. Professional ethics may be used as a moderating variable to enhance the positive effect, information literacy has on teachers' ethical decision-making.
Conclusion: Managers through in-service training increase teachers' information literacy, subsequently creating an honest relationship with teachers to transfer ethics to them and participate in decision-making to prove responsibility and honesty in matters to them and in the result of school affairs is going well.
Heidar Mokhtari, Hamid Ghazizade, Said Ghaffari,
Volume 6, Issue 4 (3-2020)
Volume 6, Issue 4 (3-2020)
Abstract
Background and Aim: Information literacy is a foundation for all information-related professional skills for preparing them for better performing their careers. This applied survey aimed at determining the rate and level of DIL skills among Iranian students in the academic year 2017-2018.
Method: A 20 item researcher-made valid and reliable questionnaire on DIL was prepared by conducting a comprehensive literature review. Questionnaires were completed by 1875 male/female students as a purposeful sample, majoring in different disciplines, academic levels at different Iranian Universities in the academic year of 2017-2018. Data was analyzed by descriptive and inferential statistics.
Findings: Findings showed that several students (39.6%) had a relatively low DIL level and the mean rate of their DIL skills was a moderate (8.34 %). Differences were significant in regard to discipline, academic levels and Universities. Further, there was no significant difference between male and female students in their DIL levels. However, there was a significant difference in DIL scores among students majoring basic sciences. Considering the educational levels, Doctorate candidates had significantly higher DIL scores than undergraduate and graduate students. Students in private Universities had significantly lower DIL scores than students in State Universities.
Conclusion: Disciplinary-based information literacy has not been very efficacious in Iranian Universities. Designing an IL-synthesized curriculum and turning toward the information literate University in training professionally information-literate students is the drive for achieving a successful higher education system in Iran.
Originality/Value: This study has equally theoretical and practical implications. Practically, depicts the general state of Iranian students' DIL levels, it can apprise Iran's higher educational system of the inevitability of drill skills as such in academic curriculum in all educational levels and scientific disciplines. As DIL is initially introduced in this study, it can be inspiring the theoretical approach of information literacy and its literature by adding a newly-emerged notion of "disciplinary-based information literacy."
Fereshteh Kamran Toroghy, Azam Sanatjoo, Masoumeh Tajfari,
Volume 8, Issue 1 (5-2021)
Volume 8, Issue 1 (5-2021)
Abstract
Introduction: Information literacy experience emphases on the abilities of acquiring and applying information in order to respond to customers and exchange information with other colleagues and use in the workplace. As the task complexity increases, the experience of information literacy becomes important due to different information behaviors (diversity and complexity of information needs, difficulties in obtaining information, attention to oral information sources, interaction and exchange of information with colleagues).
Objective: Reviewing the role of information literacy experience of individuals in the workplace in terms of the complexity of the task.
Methodology: A qualitative research conducted by content analysis.
Findings: As the complexity tasks increases, information dependence and information literacy experience become more important, and more aspects of it is required in the workplace. Likewise, it was found that a small number of information literacy definitions are defined in terms of the work environment. Further, none of the definitions of information literacy examined had all aspects of information literacy.
Conclusion: Gaining experience and skill in information literacy is one factor that safeguards the success of employees. It is recommended for administrators and staff to use seven aspects of information literacy that cultivates the mind and warrants the advancement of the organization.
Dr Saleh Rahimi, , , ,
Volume 8, Issue 3 (11-2021)
Volume 8, Issue 3 (11-2021)
Abstract
Purpose: The purpose was to determine the attitude of Illam’s public librarians regarding online privacy.
Method: This is an applied survey research. Out of the population of public Librerians in Illam, 136 public librarians were selected as a sample. Toman and McKinnon (2018) questionnaire was the intruemnt used to collect data. The questionnaire reliability of 0.91 was obtained through Cronbach's alpha. In order to analyze the data, frequency distribution tables and chi-square test were used by SPSS.
Findings: Librarians are concerned that government and corporations collect a great deal of personal information about them, and believe that government agencies and institutions should not share individuals' personal information with third parties except with the individual's consent.
Conclusion: There is an increased concerns about privacy in the libraries, which has amplified over the last five years. Public libraries do not teach online privacy expertise to users and librarians. Also, some librarians believe that libraries have no policy on protecting users' privacy. Public libraries in Ilam province should take additional stern measures to protect the online privacy of librarians and users and formulate policies in this area, as well as explain the existing policies to the librarians.
Fereeidoon Yazdani,
Volume 8, Issue 4 (2-2022)
Volume 8, Issue 4 (2-2022)
Abstract
Background and Aim: The aim of this study was to investigate the relationship of information literacy and environmental knowledge, attitude and practice of primary school teachers.
Method: This was a correlational study. Population included all teachers (male and female) in the first to sixth grades of primary school in District 1 of Hamadan, numbering 875 students. A stratified random sampling method was used and 267 teachers (208 females and 59 males) were selected and participated in the study. Instruments were: 1. Information Literacy Questionnaire (Yazdani, 2012) and; 2. Environmental Awareness, Attitude and Practice Scale (Farokhi, 2014), with the required reliability and validity.
Results: Results showed the level of information literacy of teachers to be moderate. However, in the dimensions of "need definition, location , and information evaluation," this was above the average. In the dimensions of “organizing information and information exchange,” it was lower than the median of the society. Also, findings showed that the level of “environmental knowledge” and “environmental attitude” of teachers was appropriate; but the “environmental practice” of teachers was in poor condition. Lastly, the results showed a positive significant relationship between all dimensions of information literacy with teachers' knowledge, attitude and environmental practice (P <0.01).
Conclusion: Teachers with higher information literacy will have access to better environmental knowledge and as a result will have better environmental attitudes and practices. Therefore, we can increase their information literacy to improve their environmental knowledge, attitude and practice.
Dr Batul Keykha, Dr Amir Ghaebi,
Volume 9, Issue 1 (5-2022)
Volume 9, Issue 1 (5-2022)
Abstract
Purpose: The study aims to weight, determine the priority, and investigate the direction of influencing and susceptibility of the components of "information literacy skills" by considering the importance of the information context of the community in training these skills in order to eliminate their gaps and promote the "information literacy skills" of the community.
Methodology: This is an applied quantitative study, using "multi-criteria decision-making" methods based on techniques of "Paired Comparisons" through Dalala Dematel - by applying MATLAB software.
Findings: The results of Dematel matrix investigated the influence and susceptibility of "information literacy skills" and measured their weights. Moreover, results showed the priority of training of components to improve and eradicate the gaps of the "information literacy skills" respectively as follows: "Information access skills," "information assessment skills," "information use skills," "information dissemination skills," "Skills of understanding and recognizing the information need," and "information combination skills."
Conclusion: Using "paired comparisons" techniques as a new approach in the field of "information literacy studies" could be beneficial in deciding to train "information literacy skills" in different information contexts. Weighting and studying the influence and susceptibility of components of "information literacy skills" on each other showed that the components that are ranked in the first priorities include more relative weights and in comparison, with next components are more important in terms of the need for education and promotion. Informing decision-makers on the influence measure of components on each other has a significant and a prominent role in deciding and adopting appropriate trends in training "information literacy skills" based on the importance and priority of skills, and can provide guidance to policymakers, instructors, and researchers in this field.
Methodology: This is an applied quantitative study, using "multi-criteria decision-making" methods based on techniques of "Paired Comparisons" through Dalala Dematel - by applying MATLAB software.
Findings: The results of Dematel matrix investigated the influence and susceptibility of "information literacy skills" and measured their weights. Moreover, results showed the priority of training of components to improve and eradicate the gaps of the "information literacy skills" respectively as follows: "Information access skills," "information assessment skills," "information use skills," "information dissemination skills," "Skills of understanding and recognizing the information need," and "information combination skills."
Conclusion: Using "paired comparisons" techniques as a new approach in the field of "information literacy studies" could be beneficial in deciding to train "information literacy skills" in different information contexts. Weighting and studying the influence and susceptibility of components of "information literacy skills" on each other showed that the components that are ranked in the first priorities include more relative weights and in comparison, with next components are more important in terms of the need for education and promotion. Informing decision-makers on the influence measure of components on each other has a significant and a prominent role in deciding and adopting appropriate trends in training "information literacy skills" based on the importance and priority of skills, and can provide guidance to policymakers, instructors, and researchers in this field.
Fereshteh Kamran Toroghy, Dr Azam Sanatjoo, Dr Masoumeh Tajfari,
Volume 9, Issue 3 (10-2022)
Volume 9, Issue 3 (10-2022)
Abstract
Purpose: The purpose of the current study is to create and validate the information literacy experience questionnaire in the workplace with an emphasis on activity theory.
Methodology: This study is a functional approach and a survey method was used. The current research is quantitative research that was conducted with the tool design approach. In this research, to investigate the psychometric characteristics of the questionnaire, the stratified random sample method of 86 employees of different educational groups of Ferdowsi University of Mashhad In 2020-2021 was used. Also, questionnaire construction methods such as content and face validity and confirmatory factor analysis were used to check to construct validity. To check internal consistency, Cronbach's alpha was used. In this research, smart pls and SPSS statistical software were used to analyze the data.
Findings: The content and face validity index of the scale obtained the desired value. Also, the value of statistics in all cases is greater than 1.96, and in the factor loading, all factors were confirmed with a suitable level of explanation in the factor analysis (greater than 0.4). Cronbach's alpha for all factors was an acceptable value of 0.7 to 0.9.
Conclusion: The results indicate the influence of information literacy experience factors according to activity theory. The scale designed to study the experience of information literacy in the workplace according to the factors of activity theory is considered appropriate. It is recommended to measure the new concept of information literacy, that is, the experience of information literacy that deals with activity theory.
Mazhar Babaee, Hedyeh Azagh, Shima Yazdanpanah,
Volume 9, Issue 4 (1-2023)
Volume 9, Issue 4 (1-2023)
Abstract
Introduction: Information literacy is the ability to identify and critically evaluate information to solve problems in a specific field. The use of this procedure in the environment of universities and for students depends on their awareness of the many angles of information measurement in this field.
Methods: this study was to investigate the information literacy status of students and teachers of the Farhangian University of Kurdistan Province From six perspectives: information review, information source recognition, information dissemination, information recognition, flexibility, and information search. This research is practical and of a survey type and was carried out between January and March 2022. The study population consisted of all students of Farhangian University of Kurdistan Province in the academic year 2021-2022, which numbered over 1500 people. Using random sampling, 350 student-teachers were selected as a statistical sample. The data collection tool was a researcher-made 66-item information literacy questionnaire based on a 3-point Likert scale. The reliability of the questionnaire was 86% using Cronbach's alpha method. And for its validity, the views of university professors were used. Multivariate analysis of variance, one-way analysis of variance, and Pearson torque correlation coefficient test was used to analyze the data using SPSS software.
Results: The results showed that there is a significant relationship between the components of information literacy of male and female student teachers (P = 0.0001). Therefore, in this study, gender has a small effect on the components of information literacy. Also, there is no significant difference between information literacy in its 6 components and the different educational disciplines of Farhangian University (P> 0.05). Finally, there is no significant relationship between information literacy in its 6 components and the age of Farhangian University students and teachers. Therefore, the information literacy situation of the students of the Farhangian University of Kurdistan is at an Intermediate level.
Conclusion: Information literacy is the set of skills and qualifications needed in the information society for teachers, therefore, by considering factors such as review, knowledge of sources, dissemination, recognition, flexibility, and search for information, it can be enriched. Building information literacy skills.
Mahmmoud Ahmadisharif,
Volume 10, Issue 1 (6-2023)
Volume 10, Issue 1 (6-2023)
Abstract
Purpose: This study was conducted to know the relationship between monitoring the relationship between information literacy components of marketing experts in manufacturing industries with their success rate in marketing and their success rate in marketing.
Methodology: The research method is a descriptive survey of correlation type. The statistical population of the study is all marketing experts of food production industries in Tehran, due to the size of the statistical population, 384 of them were selected as a sample. Katz and McLean's (2007) ICT questionnaire was used to collect information related to information literacy and a researcher-made questionnaire was used to measure the success of experts in marketing. Overall reliability of the Information Literacy Questionnaire based on Cronbach's alpha coefficient formula / 78. And the reliability of the researcher-made questionnaire was estimated to be 0.72.
Findings: Pearson's formula was used to analyze the data in the inferential statistics section on the correlation coefficient and Kolmogorov-Smirnov test was used to determine the normality of the data.
Conclusion: The results of the study showed that there is a relationship between ICT literacy and each of its dimensions (describing, achieving, evaluating, managing, combining, creating, and communicating) with the success of experts in marketing. has it.
Methodology: The research method is a descriptive survey of correlation type. The statistical population of the study is all marketing experts of food production industries in Tehran, due to the size of the statistical population, 384 of them were selected as a sample. Katz and McLean's (2007) ICT questionnaire was used to collect information related to information literacy and a researcher-made questionnaire was used to measure the success of experts in marketing. Overall reliability of the Information Literacy Questionnaire based on Cronbach's alpha coefficient formula / 78. And the reliability of the researcher-made questionnaire was estimated to be 0.72.
Findings: Pearson's formula was used to analyze the data in the inferential statistics section on the correlation coefficient and Kolmogorov-Smirnov test was used to determine the normality of the data.
Conclusion: The results of the study showed that there is a relationship between ICT literacy and each of its dimensions (describing, achieving, evaluating, managing, combining, creating, and communicating) with the success of experts in marketing. has it.
Mozhgan Oroji, Nadjla Hariri, Fahimeh Babalhavaeji,
Volume 11, Issue 3 (12-2024)
Volume 11, Issue 3 (12-2024)
Abstract
Introduction
Introduction There are many data collections in decision-making and every day a large number of these data are collected in research projects by humans or by devices and in this data, to better understand the issues related to data, we need to first understand the data and the literacy related to them. Data literacy is defined as information by reading, creating and communicating with data: that we can find data, make information about it, learn the tools to work with data, have less management of it. We can have, analyze and refine data, learn to share data and make simple decisions.
Research data management includes; production, access, tools, storage and reuse of research data with sufficient and easy-to-use help in virtual research infrastructures that form the main part of the monitoring cycle, which itself includes ideation. It is to create or receive, evaluate, select, ingest, preserve, store, access, reuse (Cox and Verban, 2014).
Studies on research data management are now common, while there is a global ease of research data, but it continues to be difficult to keep data easily accessible. Session, we know more than yesterday about the role of research data in the design and implementation of new research, but the trends and infrastructure to support researchers in research data management, need. (Varana, 2024).
Considering the research that has been conducted on research data management literacy, the aim of this study is to determine the components and indicators of management literacy. ) and to provide a suitable model for research data management literacy.
Methods and Materoal
The present study was conducted with a quantitative and survey method and aimed at evaluating and validating the tool built using the proposed research model. The statistical population of the National Institute of Higher Education Research and Planning was 112 academic centers affiliated with the Ministry of Science and the total number of faculty members of the humanities and social sciences of the country's public universities was 8,441. Due to the large volume of data, 360 people were selected using cluster sampling. Then, the questionnaire was completed and descriptive statistical methods (mean, deviation indices, frequency table) and inferential statistics (structural equation modeling and exploratory factor analysis) and SPSS and Smart Pls software were used to analyze the data.
Resultss and Discussion
The findings indicate that the six factors of stakeholders, services, policy, types of literacy, data cycle, and financial issues are critical together, explaining 60 percent of the total variance of changes. Also, the highest level of the level is related to the stakeholders factor with a mean of 4.09 and a standard deviation of 0.57, followed by the factors of services, policy, data life cycle, types of literacy, and financial issues, respectively. Using the Pearson correlation coefficient test, it was shown that all components of research data management literacy have a positive and significant correlation with the set at the 0.01 error level. The coefficients of the factor loadings of the subscales of research data management literacy also have a good understanding of the concept of their analysis and have a strong and significant correlation with their belief.
Conclusion
Research data management contributes to scientific integrity at different levels. When research data management literacy is sufficient, research data are accurate, complete, valid, and reliable. The risk of losing or damaging data, as well as the risk of unauthorized access, is minimized. In addition, research data can be shared with others with minimal effort and individuals can easily confirm the results.
The relationships between the components and indicators of research data management literacy from the perspective of faculty members in the humanities and social sciences of Iranian public universities show that higher than any of these components in improving the quality and efficiency of research, research data management literacy has a positive effect. The search for understanding the methods and infrastructures related to data management is a research for individuals to achieve better research results and valuable results. The results of this study show that different levels of research data management literacy among university professors know, and also need to have literacy skills in research data management that they do and create. Collecting, processing, validating, publishing, sharing, and archiving data are involved, and this is a characteristic of good research data management.
Introduction There are many data collections in decision-making and every day a large number of these data are collected in research projects by humans or by devices and in this data, to better understand the issues related to data, we need to first understand the data and the literacy related to them. Data literacy is defined as information by reading, creating and communicating with data: that we can find data, make information about it, learn the tools to work with data, have less management of it. We can have, analyze and refine data, learn to share data and make simple decisions.
Research data management includes; production, access, tools, storage and reuse of research data with sufficient and easy-to-use help in virtual research infrastructures that form the main part of the monitoring cycle, which itself includes ideation. It is to create or receive, evaluate, select, ingest, preserve, store, access, reuse (Cox and Verban, 2014).
Studies on research data management are now common, while there is a global ease of research data, but it continues to be difficult to keep data easily accessible. Session, we know more than yesterday about the role of research data in the design and implementation of new research, but the trends and infrastructure to support researchers in research data management, need. (Varana, 2024).
Considering the research that has been conducted on research data management literacy, the aim of this study is to determine the components and indicators of management literacy. ) and to provide a suitable model for research data management literacy.
Methods and Materoal
The present study was conducted with a quantitative and survey method and aimed at evaluating and validating the tool built using the proposed research model. The statistical population of the National Institute of Higher Education Research and Planning was 112 academic centers affiliated with the Ministry of Science and the total number of faculty members of the humanities and social sciences of the country's public universities was 8,441. Due to the large volume of data, 360 people were selected using cluster sampling. Then, the questionnaire was completed and descriptive statistical methods (mean, deviation indices, frequency table) and inferential statistics (structural equation modeling and exploratory factor analysis) and SPSS and Smart Pls software were used to analyze the data.
Resultss and Discussion
The findings indicate that the six factors of stakeholders, services, policy, types of literacy, data cycle, and financial issues are critical together, explaining 60 percent of the total variance of changes. Also, the highest level of the level is related to the stakeholders factor with a mean of 4.09 and a standard deviation of 0.57, followed by the factors of services, policy, data life cycle, types of literacy, and financial issues, respectively. Using the Pearson correlation coefficient test, it was shown that all components of research data management literacy have a positive and significant correlation with the set at the 0.01 error level. The coefficients of the factor loadings of the subscales of research data management literacy also have a good understanding of the concept of their analysis and have a strong and significant correlation with their belief.
Conclusion
Research data management contributes to scientific integrity at different levels. When research data management literacy is sufficient, research data are accurate, complete, valid, and reliable. The risk of losing or damaging data, as well as the risk of unauthorized access, is minimized. In addition, research data can be shared with others with minimal effort and individuals can easily confirm the results.
The relationships between the components and indicators of research data management literacy from the perspective of faculty members in the humanities and social sciences of Iranian public universities show that higher than any of these components in improving the quality and efficiency of research, research data management literacy has a positive effect. The search for understanding the methods and infrastructures related to data management is a research for individuals to achieve better research results and valuable results. The results of this study show that different levels of research data management literacy among university professors know, and also need to have literacy skills in research data management that they do and create. Collecting, processing, validating, publishing, sharing, and archiving data are involved, and this is a characteristic of good research data management.
Dr Mahdieh Mirzabeigi, Ms Reihaneh Bahri,
Volume 12, Issue 1 (5-2025)
Volume 12, Issue 1 (5-2025)
Abstract
Introduction
Given the important impact of information literacy in today's societies and in line with the efficiency of individuals, especially students, information literacy can be predicted and planned for its management through indicators. Therefore, the present study aims to examine the relationships between the variables of cognitive flexibility and openness to experience with the level of information literacy by examining students of Shiraz University, a university that enjoys a distinguished scientific position in the country and the results of this study may contribute to its scientific growth through further understanding of the factors affecting the information literacy of its students, and to test the extent of the impact of the two variables in predicting the level of information literacy of the said society, if a relationship exists.
Methods and Materoal
This research is descriptive in terms of data collection and quantitative in terms of data nature. The statistical population also includes students of Shiraz University in the academic year 1400-1401, about 17,000 people, and the sample size was calculated as 375 people using the Cochran formula. The members of the research sample were selected using convenience sampling. Data collection was carried out through a questionnaire. To measure the level of information literacy, the research questionnaires of Seng et al. (2020), Pinto et al. (2020), and Lee et al. (2020) were used, based on the classification of the Information Literacy Framework for Higher Education (2016). To measure face and content validity, the questionnaire was sent to seven information science and knowledge experts, and the final version was obtained based on their opinions. The reliability of the research tool was obtained using Cronbach's alpha coefficient of 0.937. To measure cognitive flexibility, the cognitive flexibility questionnaire developed by Dennis & Vander Wal (2010) was used, whose validity was measured by these researchers, and its convergent validity with the cognitive flexibility scale of Martin and Robin (1995) was 0.75. The reliability of this questionnaire was also obtained using Cronbach's alpha, which was 0.787. To measure openness to experience, the Big Five Personality Factors questionnaire by Goldberg (1999) was used, whose validity was proven in the Khormai study (2006) using factor analysis. The reliability of this questionnaire was obtained using Cronbach's alpha, which was 0.788. Pearson correlation tests, linear regression, and stepwise regression were also used to analyze the data.
Resultss and Discussion
in order to examine the power of each variable in predicting the level of information literacy, the correlation between the variables was first calculated through the Pearson correlation test, and the results showed that cognitive flexibility, openness to experience, and information literacy have a positive and significant relationship with each other.
Then, a simple linear regression test was used to examine the role of cognitive flexibility in predicting the level of information literacy of the subjects, and the cognitive flexibility variable was entered as a predictor variable and information literacy as a criterion variable in the regression equation. The findings showed that the regression model of the predictive power of the cognitive flexibility variable on information literacy (F(1/278)=(43/682 p=0/000) with a coefficient of determination R2=/136 is significant. For each unit increase in cognitive flexibility, the information literacy score increases by 58/567 units. In other words, according to the calculated standard regression coefficient, cognitive flexibility explains 36/8 percent of the variance in information literacy (Table 2). Then, a simple linear regression test was used to examine the role of openness to experience in predicting the level of information literacy of the subjects, and the openness to experience variable as a predictor variable and information literacy as a criterion variable was entered into the regression equation and the findings showed that the regression model of the predictive power of the variable of openness to experience on information literacy is significant F(1/ 298) = (97/167 p = 0/000) with a coefficient of determination R2 = /246. For each unit increase in openness to experience, the information literacy score increases by 112/313 units. In other words, according to the calculated standard regression coefficient, openness to experience explains 49/6 percent of the variance in information literacy (Table 3). Finally, the stepwise regression test was used to predict the level of information literacy of users based on the variables of cognitive flexibility and openness to experience. The results of the stepwise regression test showed that among the predictor variables in the first step, the component of openness to experience was able to be the strongest The variable was significantly able to predict the level of information literacy of the subjects (p= /000). This variable alone was able to explain about 50/9 percent of the variance in the level of information literacy. In the second step, the variable of openness to experience explained about 43/1 percent of the variance in the level of information literacy, and cognitive flexibility was able to enter the model and explained 19/5 percent of the variance in the level of information literacy (p= /000). Accordingly, in total, the two variables of openness to experience and cognitive flexibility were able to explain 62/6 percent of the variance in information literacy (Table 4).
Conclusion
The results of this study can be an effort to improve the existing knowledge about information literacy and identify more factors that influence it. Also, the results of this study can help universities, with the help of information literacy experts, design curricula and training workshops to strengthen these components and improve the level of information literacy and to develop students who have higher information literacy and are prepared for future life and careers. Students, also aware of the important role of openness to experience and cognitive flexibility, can overcome the potential problems associated with their lack of information literacy by improving their level of openness to experience and cognitive flexibility by participating in workshops related to these components and also by increasing their information literacy skills by participating in workshops and information literacy training courses.
Given the important impact of information literacy in today's societies and in line with the efficiency of individuals, especially students, information literacy can be predicted and planned for its management through indicators. Therefore, the present study aims to examine the relationships between the variables of cognitive flexibility and openness to experience with the level of information literacy by examining students of Shiraz University, a university that enjoys a distinguished scientific position in the country and the results of this study may contribute to its scientific growth through further understanding of the factors affecting the information literacy of its students, and to test the extent of the impact of the two variables in predicting the level of information literacy of the said society, if a relationship exists.
Methods and Materoal
This research is descriptive in terms of data collection and quantitative in terms of data nature. The statistical population also includes students of Shiraz University in the academic year 1400-1401, about 17,000 people, and the sample size was calculated as 375 people using the Cochran formula. The members of the research sample were selected using convenience sampling. Data collection was carried out through a questionnaire. To measure the level of information literacy, the research questionnaires of Seng et al. (2020), Pinto et al. (2020), and Lee et al. (2020) were used, based on the classification of the Information Literacy Framework for Higher Education (2016). To measure face and content validity, the questionnaire was sent to seven information science and knowledge experts, and the final version was obtained based on their opinions. The reliability of the research tool was obtained using Cronbach's alpha coefficient of 0.937. To measure cognitive flexibility, the cognitive flexibility questionnaire developed by Dennis & Vander Wal (2010) was used, whose validity was measured by these researchers, and its convergent validity with the cognitive flexibility scale of Martin and Robin (1995) was 0.75. The reliability of this questionnaire was also obtained using Cronbach's alpha, which was 0.787. To measure openness to experience, the Big Five Personality Factors questionnaire by Goldberg (1999) was used, whose validity was proven in the Khormai study (2006) using factor analysis. The reliability of this questionnaire was obtained using Cronbach's alpha, which was 0.788. Pearson correlation tests, linear regression, and stepwise regression were also used to analyze the data.
Resultss and Discussion
in order to examine the power of each variable in predicting the level of information literacy, the correlation between the variables was first calculated through the Pearson correlation test, and the results showed that cognitive flexibility, openness to experience, and information literacy have a positive and significant relationship with each other.
Then, a simple linear regression test was used to examine the role of cognitive flexibility in predicting the level of information literacy of the subjects, and the cognitive flexibility variable was entered as a predictor variable and information literacy as a criterion variable in the regression equation. The findings showed that the regression model of the predictive power of the cognitive flexibility variable on information literacy (F(1/278)=(43/682 p=0/000) with a coefficient of determination R2=/136 is significant. For each unit increase in cognitive flexibility, the information literacy score increases by 58/567 units. In other words, according to the calculated standard regression coefficient, cognitive flexibility explains 36/8 percent of the variance in information literacy (Table 2). Then, a simple linear regression test was used to examine the role of openness to experience in predicting the level of information literacy of the subjects, and the openness to experience variable as a predictor variable and information literacy as a criterion variable was entered into the regression equation and the findings showed that the regression model of the predictive power of the variable of openness to experience on information literacy is significant F(1/ 298) = (97/167 p = 0/000) with a coefficient of determination R2 = /246. For each unit increase in openness to experience, the information literacy score increases by 112/313 units. In other words, according to the calculated standard regression coefficient, openness to experience explains 49/6 percent of the variance in information literacy (Table 3). Finally, the stepwise regression test was used to predict the level of information literacy of users based on the variables of cognitive flexibility and openness to experience. The results of the stepwise regression test showed that among the predictor variables in the first step, the component of openness to experience was able to be the strongest The variable was significantly able to predict the level of information literacy of the subjects (p= /000). This variable alone was able to explain about 50/9 percent of the variance in the level of information literacy. In the second step, the variable of openness to experience explained about 43/1 percent of the variance in the level of information literacy, and cognitive flexibility was able to enter the model and explained 19/5 percent of the variance in the level of information literacy (p= /000). Accordingly, in total, the two variables of openness to experience and cognitive flexibility were able to explain 62/6 percent of the variance in information literacy (Table 4).
Conclusion
The results of this study can be an effort to improve the existing knowledge about information literacy and identify more factors that influence it. Also, the results of this study can help universities, with the help of information literacy experts, design curricula and training workshops to strengthen these components and improve the level of information literacy and to develop students who have higher information literacy and are prepared for future life and careers. Students, also aware of the important role of openness to experience and cognitive flexibility, can overcome the potential problems associated with their lack of information literacy by improving their level of openness to experience and cognitive flexibility by participating in workshops related to these components and also by increasing their information literacy skills by participating in workshops and information literacy training courses.
Rahman Marefat, Mahmood Sangari,
Volume 12, Issue 1 (5-2025)
Volume 12, Issue 1 (5-2025)
Abstract
Background and purpose: The present study was conducted with the aim of identifying methods of validating methods of resources among sports science students of Birjand University. In numerous classes involving students from various disciplines, a recurring challenge reported by students was their unfamiliarity with source validation methods. Students, consistently indicated a lack of knowledge on how to assess the credibility of sources. When provided with examples of valid and invalid sources, many students struggled to properly evaluate them. Some students even expressed the belief that source validation was unnecessary, emphasizing merely the importance of using sources rather than verifying their validity. The researchers focused on a specific group—sports science students at Birjand University—to investigate how these students evaluate the sources they need and what challenges they encounter in the process.
Studies suggest that students often lack the skills to assess the credibility of articles found in databases or general websites like Wikipedia and online encyclopedias (Marefat, 1401; Azarang, 1399). For printed sources, students typically consider the author's credibility, organizational affiliation, and the publisher’s reputation as indicators of source reliability (Moradi, 1384). Marefat identified ten main categories related to evaluating sources, including institutional credibility, author credibility, content accuracy, observational reliability, referential validation, publication date, information distortion, credibility doubts, recognition of source credibility, and citation rate, particularly from psychology students’ perspectives (Marefat, 1396).
Research by Keshavarz, Vasfi, and Sha'bani (1393) examined the credibility of internet health information and how personality traits like conscientiousness influence evaluation methods among health-medical professionals. They found that many struggle to assess quality, relying mainly on impartiality, timeliness, and author credibility. Similarly, Roozbahani and Riahi-nia (1395) highlighted that faculty members prioritize content accuracy, data reliability, logical consistency, and relevance in determining source credibility. Kader’s study (Kader, 2013) on nurses identified a six-stage process for evaluating online health information, depending on skills, time, and website quality. Liu and Huang’s research (2005) among Chinese students revealed that current students often base their judgments on author name, affiliation, and website reputation, whereas graduates focus more on the information’s accuracy and quality.
Despite many evaluation efforts, challenges remain: first, understanding how users process unobservable information is difficult; second, differing information needs lead to varied processing approaches; and third, establishing a universal criterion for correct information processing is often impossible outside controlled environments. These issues highlight the complexity of assessing information credibility and the ongoing need for effective evaluation strategies (Liu, 2000).The main questions of the present study are:
1. What are the challenges faced by sports science students at Birjand University in evaluating their required resources?
2. How do sports science students at Birjand University evaluate their required resources?
Method:The statistical population of the present study consisted of 67 sports science students at Birjand University at the time of the research. Given the effort to collect maximum data, all 67 individuals were considered part of the research population, and no sampling was performed. Semi-structured interviews were used for data collection. In total, twenty master's students in sports science were interviewed. The interview process continued until saturation was reached, after interviewing sixteen students. From the sixteenth to the twentieth interview, the data obtained were repetitive, and based on this, the researchers decided to stop data collection. The initial codes were placed under sub-categories and main categories. In the present study, member checking was used to determine the research's credibility. In the present study, the constructivist approach in grounded theory, as proposed by Charmaz (2014), was adopted as the basis for the work, therefore, there is no need to present a paradigmatic model. Data analysis was also performed using MAXQDA 2020 software.
Findings: Among the 67 members of the research population, a total of 20 sports science students from Birjand University were interviewed. A totoal of 50% of the interviewees were women (10 people), and 10 (50%) were men. Categorizes and presents the concepts and codes extracted from the interviews related to the research questions. In the axial coding of the data, a total of 6 main challenges related to the validation methods of resources of sports students present in the interviews were found, such as lack of familiarity with investigating research violations, lack of familiarity with plagiarism, lack of familiarity with plagiarism software, etc. Also, 15 core codes related to the second research question, how to accredit sports students, were obtained.
Conclusion: Interviews with the research population revealed that students in the research population face certain challenges in validating sources. They highlighted "unfamiliarity with examining research misconduct, unfamiliarity with plagiarism, unfamiliarity with plagiarism software, unfamiliarity with citation styles and citation management software, disregard for the author's academic rank, and unfamiliarity with the credibility of open-access articles" in their conversations with researchers.
These points were derived from the overall final concepts identified during the interviews, which included "unfamiliarity with how to examine research misconduct, unfamiliarity with examining research misconduct, unfamiliarity with examining plagiarism, unfamiliarity with plagiarism software, unfamiliarity with citation styles, unfamiliarity with EndNote, disregard for the author's academic rank, and unfamiliarity with the credibility of open-access articles." The findings of the present study emphasize the need for serious attention from all students, including sports science students and other students, to the issue of information credibility and quality, and the necessity of sufficient and continuous training and skills in this area. Skill training in determining the quality and credibility of sources, based on specific and strong criteria, in the form of training courses, workshops, laboratories, projects, and research, are among the immediate actions in this field.
Especially, It is suggested that to better understand the problems and provide better solutions, other qualitative and mixed methods such as foresight and videography with highly standardized checklists be conducted in more extensive and broader research to achieve more generalizable and broader results. It seems that training in source validation methods is needed for the sports science students participating in the research, and their training can reduce the challenges of source validation among students and improve their source validation methods. It is suggested that the data from this research be measured as a quantitative study among students of Birjand University and other various universities across the country.
Studies suggest that students often lack the skills to assess the credibility of articles found in databases or general websites like Wikipedia and online encyclopedias (Marefat, 1401; Azarang, 1399). For printed sources, students typically consider the author's credibility, organizational affiliation, and the publisher’s reputation as indicators of source reliability (Moradi, 1384). Marefat identified ten main categories related to evaluating sources, including institutional credibility, author credibility, content accuracy, observational reliability, referential validation, publication date, information distortion, credibility doubts, recognition of source credibility, and citation rate, particularly from psychology students’ perspectives (Marefat, 1396).
Research by Keshavarz, Vasfi, and Sha'bani (1393) examined the credibility of internet health information and how personality traits like conscientiousness influence evaluation methods among health-medical professionals. They found that many struggle to assess quality, relying mainly on impartiality, timeliness, and author credibility. Similarly, Roozbahani and Riahi-nia (1395) highlighted that faculty members prioritize content accuracy, data reliability, logical consistency, and relevance in determining source credibility. Kader’s study (Kader, 2013) on nurses identified a six-stage process for evaluating online health information, depending on skills, time, and website quality. Liu and Huang’s research (2005) among Chinese students revealed that current students often base their judgments on author name, affiliation, and website reputation, whereas graduates focus more on the information’s accuracy and quality.
Despite many evaluation efforts, challenges remain: first, understanding how users process unobservable information is difficult; second, differing information needs lead to varied processing approaches; and third, establishing a universal criterion for correct information processing is often impossible outside controlled environments. These issues highlight the complexity of assessing information credibility and the ongoing need for effective evaluation strategies (Liu, 2000).The main questions of the present study are:
1. What are the challenges faced by sports science students at Birjand University in evaluating their required resources?
2. How do sports science students at Birjand University evaluate their required resources?
Method:The statistical population of the present study consisted of 67 sports science students at Birjand University at the time of the research. Given the effort to collect maximum data, all 67 individuals were considered part of the research population, and no sampling was performed. Semi-structured interviews were used for data collection. In total, twenty master's students in sports science were interviewed. The interview process continued until saturation was reached, after interviewing sixteen students. From the sixteenth to the twentieth interview, the data obtained were repetitive, and based on this, the researchers decided to stop data collection. The initial codes were placed under sub-categories and main categories. In the present study, member checking was used to determine the research's credibility. In the present study, the constructivist approach in grounded theory, as proposed by Charmaz (2014), was adopted as the basis for the work, therefore, there is no need to present a paradigmatic model. Data analysis was also performed using MAXQDA 2020 software.
Findings: Among the 67 members of the research population, a total of 20 sports science students from Birjand University were interviewed. A totoal of 50% of the interviewees were women (10 people), and 10 (50%) were men. Categorizes and presents the concepts and codes extracted from the interviews related to the research questions. In the axial coding of the data, a total of 6 main challenges related to the validation methods of resources of sports students present in the interviews were found, such as lack of familiarity with investigating research violations, lack of familiarity with plagiarism, lack of familiarity with plagiarism software, etc. Also, 15 core codes related to the second research question, how to accredit sports students, were obtained.
Conclusion: Interviews with the research population revealed that students in the research population face certain challenges in validating sources. They highlighted "unfamiliarity with examining research misconduct, unfamiliarity with plagiarism, unfamiliarity with plagiarism software, unfamiliarity with citation styles and citation management software, disregard for the author's academic rank, and unfamiliarity with the credibility of open-access articles" in their conversations with researchers.
These points were derived from the overall final concepts identified during the interviews, which included "unfamiliarity with how to examine research misconduct, unfamiliarity with examining research misconduct, unfamiliarity with examining plagiarism, unfamiliarity with plagiarism software, unfamiliarity with citation styles, unfamiliarity with EndNote, disregard for the author's academic rank, and unfamiliarity with the credibility of open-access articles." The findings of the present study emphasize the need for serious attention from all students, including sports science students and other students, to the issue of information credibility and quality, and the necessity of sufficient and continuous training and skills in this area. Skill training in determining the quality and credibility of sources, based on specific and strong criteria, in the form of training courses, workshops, laboratories, projects, and research, are among the immediate actions in this field.
Especially, It is suggested that to better understand the problems and provide better solutions, other qualitative and mixed methods such as foresight and videography with highly standardized checklists be conducted in more extensive and broader research to achieve more generalizable and broader results. It seems that training in source validation methods is needed for the sports science students participating in the research, and their training can reduce the challenges of source validation among students and improve their source validation methods. It is suggested that the data from this research be measured as a quantitative study among students of Birjand University and other various universities across the country.
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