Conceptions of scientific knowledge influence learning of academic skills: epistemic beliefs and the efficacy of information literacy instruction
研究心理学学生的认识论信念（对知识本质的看法）如何影响信息素养教学的效果，发现持多元主义信念的学生从教学中获益更少。
The present article investigates the effects of epistemic beliefs (i.e. beliefs about the nature of knowledge and knowing) on the effectiveness of information literacy instruction (i.e. instruction on how to search for scholarly information in academic settings). We expected psychology students with less sophisticated beliefs (especially multiplicistic students viewing psychological knowledge as inherently subjective) not to recognize the value of differentiated information searches and of the respective instructional courses. In a first intervention study with 67 psychology students, multiplicism was shown to reduce information-seeking skills students gain throughout the intervention. In a second intervention study with 64 psychology students, students with higher multiplicistic beliefs subjectively benefited less from the information searches carried out during instruction (in terms of reduced increases in subjective topic-specific knowledge). In conclusion, we recommend including elements from epistemic belief instruction into information literacy instruction.