表征视角下高校图书馆用户数字素养知识的感知与利用研究

doi:10.13998/j.cnki.issn1002-1248.25-0031

Abstract

Abstract:

[Purpose/Significance] Digital literacy education has become the new educational mission of university libraries. Clarifying the user's perception and utilization mechanism of digital literacy knowledge and optimizing the representation of digital literacy knowledge can promote university libraries to achieve satisfying results in digital literacy education. Based on the frontier of representation theory, this study innovatively puts forward the concept of "sensory digital literacy education", constructs a three-dimensional knowledge perception model including action, image and symbolic representation, and reveals the mechanism of digital literacy knowledge representation and user perception behavior through empirical research. It provides a theoretical anchor for the paradigm shift in library education from tool skills training to cognitive skills training. The "cognition-practice-innovation" teaching system and the "three-in-one" resource construction framework proposed in the study effectively connect the knowledge representation theory with the educational practice scene, and provide a viable way for the three-dimensional implementation of digital literacy education in colleges and universities. [Method/Process] Based on the theories of SOR, TAM and self-efficacy, the theoretical hypothesis model of users' perception and utilization of digital literacy knowledge from the perspective of representation was constructed, and was empirically verified by questionnaire and empirical study. [Results/Conclusions] Action representation, reflexive representation and symbolic representation of digital literacy knowledge all positively affect users' perceived ease of use and perceived usefulness of digital literacy knowledge; perceived ease of use has a positive impact on perceived usefulness; self-efficacy plays a positive moderating role between perceived ease of use, perceived usefulness, and user intention and behavior. Due to the limitations of space and personal energy, the shortcomings of this paper are as follows. First, the methodological level is mainly based on quantitative analysis, and the mining of qualitative dimensions such as details of teacher-student interaction and informal learning scenarios in digital literacy education is insufficient. Secondly, the research object focuses on the groups of teachers and students in colleges and universities, and the issues such as the intergenerational differences of the public's digital literacy and the professional digital literacy needs of professionals have not been covered, and the comparative study of multiple subjects can be expanded in the future. In the future, more research can be done on research methods and research objects. Through the deep coupling of representation theory and educational practice, it is expected to provide a new theoretical mirror for the cultivation of cognitive ability in the digital age, and help to build a three-dimensional educational ecology of "technology empowerment-cognitive development-literacy transfer".

Key words: digital literacy, knowledge representation, sensory digital literacy education, university library, users' perception and utilization

CLC Number:

G258.6

SUN Zhimei, LIU Yan, LIU Wenyun, LI Ruiqin. Perception and Utilization of Digital Literacy Knowledge by University Library Users from Representational Pers Perspective[J].Journal of library and information science in agriculture, 2025, 37(2): 23-36.

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References 41

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潜变量	测量变量	理论来源
动作性表征（AR）	我浏览、学习的数字素养知识以动画形式呈现的数量较多（AR1）	[26,37,38]
	我浏览、学习的数字素养知识以视频形式呈现的数量较多（AR2）
	我浏览、学习的数字素养知识以虚拟现实形式呈现的数量较多（AR3）
映像性表征（RR）	我浏览、学习的数字素养知识以表格形式呈现的数量较多（RR1）	[26,37,39]
	我浏览、学习的数字素养知识以静态画面形式呈现的数量较多（RR2）
	我浏览、学习的数字素养知识以静态图解形式呈现的数量较多（RR3）
符号性表征（SR）	我浏览、学习的数字素养知识以语音符号形式呈现的数量较多（SR1）	[26,39]
	我浏览、学习的数字素养知识以文字符号形式呈现的数量较多（SR2）
	我浏览、学习的数字素养知识以非语言符号形式呈现的数量较多（SR3）
感知易用性（PEU）	我认为数字素养知识易于理解（PEU1）	[32,37]
感知易用性（PEU）	我认为数字素养知识易于学习（PEU2）我认为数字素养知识易于应用（PEU3）	[32,37]
感知有用性（PU）	我认为数字素养知识是有价值的（PU1）	[32,37]
感知有用性（PU）	我认为数字素养知识有助于提升自身的数字素养水平（PU2）我认为数字素养知识有助于适应数字生活/数字工作/数字学习等（PU3）	[32,37]
自我效能（SE）	我能够较好地理解数字素养知识（SE1）我能够较好地学习数字素养知识（SE2）	[31,34]
自我效能（SE）	我能够较好地应用数字素养知识（SE3）	[31,34]
利用意愿与行为（IB）	我愿意持续浏览更多的数字素养知识（IB1）我愿意持续学习更多的数字素养知识（IB2）	[26,31,34]
利用意愿与行为（IB）	我愿意在生活、工作、学习过程中持续应用更多的数字素养知识（IB3）	[26,31,34]

属性	类别	样本数/个	所占比例/%	属性	类别	样本数/个	所占比例/%
性别	男	172	52.9	职业	学生	176	54.2
性别	女	153	47.1		教师	98	30.2
年龄	25岁以下	176	54.2		科研人员	31	9.5
	26~35岁	81	24.9		管理人员	20	6.2
	36~45岁	51	15.7	专业	理工科	137	42.2
	45岁以上	17	5.2		人文社科	130	40.0
学历	硕士及以下	260	80.0		医科	30	9.2
	博士	42	12.9		其他	28	8.6
	博士以上	23	7.1

潜变量	测量变量	标准化载荷量	SMC	CR	AVE
AR	AR1	0.860 0.801 0.815	0.740	0.865	0.682
	AR2		0.642
	AR3		0.664
RR	RR1	0.796 0.811 0.825	0.634	0.852	0.657
	RR2		0.658
	RR3		0.681
SR	SR1	0.793 0.799 0.809	0.629	0.842	0.641
	SR2		0.638
	SR3		0.654
PEU	PEU1	0.815 0.848 0.865	0.664	0.880	0.711
	PEU2		0.719
	PEU3		0.748
PU	PU1	0.804 0.850 0.784	0.646	0.854	0.661
	PU2		0.723
	PU3		0.615
SE	SE1	0.819 0.840 0.814	0.671	0.864	0.680
	SE2		0.706
	SE3		0.663
IB	IB1	0.819 0.809 0.786	0.671	0.846	0.648
	IB2		0.654
	IB3		0.618

潜变量	SE	IB	SR	PU	RR	PEU	AR
SE	0.824
IB	0.301	0.805
SR	0.294	0.314	0.800
PU	0.388	0.240	0.319	0.813
RR	0.318	0.391	0.305	0.335	0.811
PEU	0.287	0.283	0.342	0.378	0.318	0.843
AR	0.337	0.309	0.343	0.328	0.320	0.352	0.826

假设	假设路径	非标准化系数	S.E.	C.R.	P	结论
H1a	动作性表征→感知易用性	0.229	0.068	3.353	***	成立
H1b	动作性表征→感知有用性	0.141	0.064	2.190	0.029	成立
H2a	映像性表征→感知易用性	0.193	0.067	2.889	0.004	成立
H2b	映像性表征→感知有用性	0.169	0.063	2.689	0.007	成立
H3a	符号性表征→感知易用性	0.220	0.069	3.203	0.001	成立
H3b	符号性表征→感知有用性	0.135	0.065	2.092	0.036	成立
H4	感知易用性→感知有用性	0.200	0.063	3.187	0.001	成立
H5	感知易用性→利用意愿与行为	0.238	0.071	3.366	***	成立
H6	感知有用性→利用意愿与行为	0.186	0.076	2.430	0.015	成立

Perception and Utilization of Digital Literacy Knowledge by University Library Users from Representational Pers Perspective

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假设	变量项	非标准化系数	标准化系数	S.E.	C.R.	P	结论
H7a	PEU	0.172	0.178	0.063	2.707	0.007	成立
	SE	0.226	0.214	0.070	3.240	0.001
	SEintPEU	0.192	0.199	0.069	2.803	0.005
	PU	0.090	0.082	0.076	1.185	0.236
H7b	SE	0.233	0.220	0.073	3.201	0.001	成立
H7b	SEintPU	0.383	0.349	0.090	4.240	***	成立

假设	分组	效应值	95%的置信区间	P
H7a	高自我效能组	0.377	[0.231, 0.528]	***
H7a	低自我效能组	-0.021	[-0.226, 0.189]	0.830
H7b	高自我效能组	0.431	[0.274, 0.606]	0.001
H7b	低自我效能组	-0.267	[-0.495, -0.040]	0.025

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