Purpose

The purpose of this paper is to inform on results of the study based on the dissertation project – the study of newcoming university students and their information literacy experience. It describes the three categories of information literacy experience as perceived by these students.

Design/methodology/approach

The document is based on a qualitative phenomenographic study of 40 first-year undergraduate students of teacher education programs from five faculties of Comenius University in Bratislava. Data were collected from each participant in two stages by three methods: written statements, drawings and interviews.

Findings

The phenomenographic analysis results in three categories of information literacy: (1) the conception of digital technologies, (2) the conception of knowledge and (3) the conception of truth. The outcome space presented by two alternative models points to a strong interrelation of all three categories. The resulting conceptions point to the diversity of the concept of information literacy in relation to other types of literacies, especially digital, reading and media literacy, as well as to intersections with other scientific disciplines such as psychology, cognitive science or philosophy.

Research limitations/implications

The most important limits of this qualitative research are the low numbers of participants and the high degree of subjectivity in data evaluation. For this reason, a verification study was carried out one-year later.

Originality/value

Although phenomenographic studies of information literacy in the educational context are quite common, the third category of this study brings a new contribution to the information literacy theory – the dimension of truth or truthfulness of information.

中文翻译：

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技术，知识与真理：斯洛伐克大学生信息素养的三个维度

目的

本文的目的是在研究项目的基础上为研究成果提供参考-对新来的大学生及其信息素养的研究。它描述了这些学生所感知的三类信息素养经验。

设计/方法/方法

该文档基于对布拉迪斯拉发的夸美纽斯大学（Comenius University）五个系的40位一年级本科生教师教育计划的现象学研究。通过三种方法在两个阶段中从每个参与者收集数据：书面陈述，图纸和访谈。

发现

现象学分析得出三类信息素养：（1）数字技术的概念；（2）知识的概念；（3）真理的概念。由两个替代模型提供的结果空间表明，这三个类别之间都有很强的相互关系。由此产生的概念表明，与其他类型的文学，尤其是数字，阅读和媒体素养有关的信息素养概念的多样性，以及与心理学，认知科学或哲学等其他科学学科的交汇处。

研究局限/意义

该定性研究的最重要局限性是参与人数少和数据评估的主观性高。因此，一年后进行了验证研究。

创意/价值

尽管在教育背景下对信息素养的现象学研究非常普遍，但该研究的第三类为信息素养理论带来了新的贡献-信息的真相或真实性。