مطالعه فراترکیب مؤلفه‌های سواد انتقادی دانشجویان

پژوهشنامه کتابداری و اطلاع رسانی

دوره 12، شماره 1 - شماره پیاپی 23، خرداد 1401، صفحه 121-141   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.22067/infosci.2021.69594.1020

نویسندگان

علی جوانمرد¹؛ مریم شفیعی سروستانی^{* 2}؛ مهدی محمدی³؛ جعفر جهانی⁴

¹دانشجوی دکتری مطالعات برنامه درسی،‌ دانشگاه شیراز

²استادیار گروه مدیریت و برنامه ریزی آموزشی،‌ دانشگاه شیراز،‌ایران.

³دانشیار گروه مدیریت و برنامه‌ریزی آموزشی،‌ دانشگاه شیراز

⁴دانشیار گروه مدیریت و برنامه‌ریزی آموزشی‌،‌ دانشگاه شیراز

چکیده

هدف: سواد انتقادی دانشجویان با تولید و نوسازی دانش و اعتبار ادعا‌های دانش به ارزیابی دقیق متون (چاپی ـ دیجیتالی) در عصر فناوری اطلاعات و ارتباطات می‌پردازد؛ بر این اساس هدف پژوهش حاضر شناسایی مؤلفه‎های سواد انتقادی دانشجویان در آموزش عالی بوده است.
روش‌شناسی: طرح این پژوهش سنتزپژوهی کیفی، از نوع فراترکیب تبدیلی است. جامعه آماری پژوهش، دربرگیرنده مقاله‌های علمی پژوهشی کیفی و ترکیبی چاپ‌شده در مجلات معتبر در زمینه سواد انتقادی بین سال‌های 2010 تا 2020 و 1389 تا 1399 می‌باشد. این پژوهش با استفاده از روش شش مرحله‌ای ساندلوسکی و باروسو انجام شده است. در گام اول و پس از انتخاب تیم فراترکیب، سؤال پژوهش برای کشف مؤلفه‌های سواد انتقادی دانشجویان در آموزش عالی تنظیم و معیار‌های شمول مقاله‌ها مشخص شدند. در گام دوم، به جستجوی نظام‌مند منابع در پایگاه‌های اطلاعاتی انگلیسی و فارسی پرداخته شد. در گام سوم ارزیابی کیفیت مقاله‌ها انجام و در نهایت با توجه به معیار خروج 51 مقاله اصیل انتخاب شدند. در گام چهارم با تکنیک دسته‌بندی یافته‌ها و تکنیک کمی فراچکیده‌نویسی، مضامین پایه استخراج شدند. اعتبار‌یابی یافته‎‌ها نیز با تکنیک‌های اعتبارپذیری و انتقال‌پذیری صورت گرفت.
یافته‌ها: با اجرای گام پنجم از فرایند شش مرحله‌ای ساندلوسکی و باروسو یعنی ترکیب و ارائه یافته‌ها، 37 مضمون پایه استخراج‌شده، در 13 مضمون سازمان‌دهنده سطح اول و 4 مضمون سازمان‌دهنده سطح دوم (دانشی،‌ مهارتی، ‌نگرشی و اجتماعی) به‌عنوان مؤلفه‌های سواد انتقادی دانشجویان، دسته‌بندی شدند. در نهایت تمامی مضامین مذکور در قالب مضمون فراگیر سواد انتقادی دانشجویان ارائه شدند. در گام ششم اعتبار‌یابی یافته‌ها انجام شد.
نتیجه گیری: پس از انجام مراحل پژوهش فراترکیب، مؤلفه‌های 4گانه تشریح و در انتها چارچوب سواد انتقادی به‌عنوان یک شایستگی اجتماعی دانشجویان معرفی شد که ‌می‌تواند سرلوحه سیاست‌گذاران برنامه درسی در سطح دانشگاه در حین طراحی برنامه‌های درسی قرار گیرد.

کلیدواژه‌ها

سواد انتقادی؛ مؤلفه‌های سواد انتقادی؛ شایستگی اجتماعی؛ آموزش عالی؛ روش فراترکیب

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