摘要：Straipsnyje nagrinėjamas matematikos ir informatikos studijų programas pasirinkusių studentų informacinis raštingumas pagal teorinio informacinio raštingumo modelio komponentus: 1) tikslo ir informacijos poreikio suvokimas; 2) informacijos paieškos strategijos nustatymas ir informacijos pasiekimas; 3) informacijos atranka ir tvarkymas, 4) informacijos panaudojimas nustatytam tikslui pasiekti; 5) etiškas ir legalus informacijos naudojimas. Palyginami tiksliųjų mokslų studentų informacinio raštingumo gebėjimai, ieškoma atsakymo į klausimą, kodėl jie skiriasi, kokie veiksniai juos lemia. Esminiai žodžiai: informacinis raštingumas, matematikos ir informatikos programos. DOI: http://dx.doi.org/10.15823/p.2014.026
其他摘要：The paper examines the information literacy of the students studying mathematics and computer science programs considering the following components of the theoretical model of information literacy: 1) understanding the purpose and the need for the information; 2) determining the strategy for the information retrieval and obtaining the information; 3) selection and processing the information, 4) use of the information for the intended objective; 5) ethical and legal use of the information. This paper compares the components of students’ information literacy and explains the differences between them as well as the factors causing these differences. It has been revealed that the strategic and ethical abilities of mathematics and information science students are mostly developed, in particular ethical and legal use of information (average of correctly completed tasks is 56.35 %), and research purpose and need of understanding (average of correctly completed tasks average is 50.46 %). The information selection and processing abilities are weakest (average of correctly completed tasks is 38.08 %) and the abilities of determining information strategies and search of information also are weak (average of correctly completed tasks is 40.99 %). ANOVA (analysis of variance) identified statistical significant difference between five groups of information skills. Turkey test has revealed the homogeneity of two ability groups (3 – Selection and management of information and 2 – information retrieval and information strategy for the achievement). Keywords: information literacy, mathematics and computer science programs. DOI: http://dx.doi.org/10.15823/p.2014.026
