Developing an Integrated Strategy for Information Literacy Assessment in General Education

2007 ◽  
Vol 56 (2) ◽  
pp. 93-104 ◽  
Author(s):  
Thomas P Mackey ◽  
Trudi Jacobson
Keyword(s):  
General Education ◽  
Information Literacy ◽  
Literacy Assessment ◽  
Integrated Strategy

A Comparison of the Learning Outcomes for a PBL-based Information Literacy Course in Three Different Innovative Teaching Environments

Libri ◽  
2020 ◽  
Vol 70 (3) ◽  
pp. 213-225 ◽  
Author(s):  
Naicheng Chang ◽  
Zhiqiang Wang ◽  
Sheila Hsuanyu Hsu
Keyword(s):  
General Education ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Ministry Of Education ◽  
Self Directed Learning ◽  
Innovative Teaching ◽  
Arcs Model ◽  
Online Study ◽  
Online Mode ◽  
Noticeable Improvement

AbstractThis study proposes an innovative blended flipped and online mode for PBL-flipped and PBL-online study, a PBL-blended format of instruction. The study determines whether different pedagogical strategies – PBL-flipped, PBL-online and PBL-blended – influence the validation results for the ARCS model and the PBL learning outcomes. The study population consists of 116 students who use the general education Information and Literacy Ethics digital materials for higher education produced by the Ministry of Education in Taiwan. The quantitative and qualitative results demonstrate that the paths in the ARCS model are all statistically significant for the three methods of instruction and there are no significant differences among the three methods of instruction in terms of class participation and learning scores. However, there is a very noticeable improvement in the PBL learning process in the aspects of reliable leadership and group collaboration learning in blended groups. Self-directed learning is also enhanced and negative learning attitudes are significantly reduced in blended groups. The study demonstrates that the proposed PBL-blended teaching mode is a more efficient and effective way of promoting PBL learning in information literacy courses.

scholarly journals Embedded Peer Inquiry Specialists: A Gateway to Information Literacy

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Danielle Salomon ◽  
Julia Glassman ◽  
Simon Lee ◽  
Alicia Reiley
Keyword(s):  
General Education ◽  
Information Literacy ◽  
First Generation ◽  
Literacy Skills ◽  
Course Evaluations ◽  
Academic Librarians ◽  
Combined Model ◽  
Writing Assignments ◽  
Information Literacy Skills ◽  
Academic Year

Peer-assisted learning has been embraced by higher education as a way to boost student success. At the same time, academic librarians have found embedded librarianship to be an effective way to develop students' information literacy skills. The embedded librarianship model, however, is difficult to scale. The UCLA Library is testing a program that combines embedded librarianship with peer learning to solve some of the challenges associated with those models.The program works by embedding a student who has completed a General Education (GE) lecture course back into the current year's course to help students with research and writing assignments. The embedded student, called an "Inquiry Specialist,” is nominated by that course's faculty. The program launched in 2015 in five courses that serve a total of 830 students. Assessment is ongoing and includes: 1. IRB-approved study that will compare data (grades, retention, first-generation status, etc.) from students who connected with an Inquiry Specialist with those who did not; 2. Information literacy pre- and post-assessments; 3. Analysis of course evaluations; 4. Student survey.Results indicate that the combined model is an effective and scalable gateway to information literacy. During the first six weeks of Fall, 830 students (15% of the freshman class) attended a 40-minute library orientation. Approximately 20% of the 830 students subsequently sought additional help from the Inquiry Specialists. An analysis of course evaluations demonstrated that students in courses with an Inquiry Specialist rated their improvement in library and research skills 25% and 19% higher, respectfully, than students in courses without an Inquiry Specialist. Student scores on the information literacy quiz increased by an average of 9%. When surveyed, 68% of students said the Inquiry Specialists were “Very Helpful” (36%) or “Helpful” (34%). Plans are underway to double the size of the program in the 2016-17 academic year.

scholarly journals From Quest to Conquer: Traversing General Education at a Diverse Alaskan University to Integrate and Assess Transferable Information Literacy Skills in Foundational Courses

2016 ◽  
Vol 8 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Anna Bjartmarsdóttir ◽  
Deborah L. Mole
Keyword(s):  
General Education ◽  
Information Literacy ◽  
Learning Opportunities ◽  
Northern Region ◽  
Literacy Skills ◽  
Faculty Teaching ◽  
University Of Alaska Anchorage ◽  
Information Literacy Skills ◽  
The University ◽  
Professional Degrees

The University of Alaska Anchorage (UAA) is an open enrollment university that offers vocational, academic, and professional degrees in a northern region. UAA serves a culturally and demographically diverse population. Given this diversity, students display varying levels of information literacy (IL) competencies. Library Professors Anna Bjartmarsdóttir and Deborah Mole partner with faculty teaching composition and communication courses to create increasingly sophisticated and transferable IL learning opportunities. Strategies include: assessing students’ IL competencies; creating engaging activities; integrating IL throughout the semester; developing reflection opportunities to reinforce IL skills. UAA librarians, partnered with faculty, integrate and scaffold IL activities in foundational GE courses to develop increasingly sophisticated, transferable IL skills and knowledge practices. From team-based learning application exercises to workshops for teaching assistants, students learn how creativity partnered with initiative has helped to integrate transferable IL skill education at this diverse arctic university.

Information literacy assessment by portfolio: a case study

2007 ◽  
Vol 35 (1) ◽  
pp. 41-70 ◽  
Author(s):  
Valerie Sonley ◽  
Denise Turner ◽  
Sue Myer ◽  
Yvonne Cotton
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Assessment Method ◽  
Literacy Assessment ◽  
Content Type ◽  
Small Cohort ◽  
The University ◽  
Practical Implications ◽  
Selection Of

PurposeThe purpose of this paper is to report the results of a case study evaluating the revision of the assessment methods of an information literacy module. The revised assessment method took the form of a portfolio.Design/methodology/approachDuring 2004, all six credit modules at the University of Teesside had to be reviewed and restructured into ten credit modules. Following Biggs' principles of constructive alignment, the tutors looked at the existing module aims and learning outcomes. A review of the literature and previous experience informed the selection of the new assessment method by portfolio. An evaluation of the assessment method was undertaken after the module had run.FindingsThe paper finds that the assessment method had real strengths especially in terms of validity. It was also economical and efficient. Students knew what they were expected to do and where they needed to put in effort.Research limitations/implicationsThe assessment by a portfolio method has been carried out once with a relatively small cohort of students, so the findings can only be regarded as interim.Practical implicationsThe tutors believe that they have created a very useful module with an aligned assessment method which would be of benefit to a much greater number of studentsOriginality/valueThere is a shortage of publications that report the results of the use of portfolios for the assessment of information literacy.

Information literacy: assessment of undergraduate and graduate nursing students

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rabia S. Allari ◽  
Khaldoun Hamdan ◽  
Maha Alkaid Albqoor ◽  
Abeer Shaheen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Mass Media ◽  
Information Literacy ◽  
Information Technologies ◽  
Literacy Assessment ◽  
Cross Sectional ◽  
Content Type ◽  
Academic Level ◽  
Information Competency

PurposeTo describe the perceived level of information competency among nursing students in Jordan.Design/methodology/approachCross sectional-correlational design was utilized. Data were collected using an electronic self-administered questionnaire from graduate and undergraduate nursing students in Jordan.FindingsNursing students showed a moderate mean total score of information competency (184.11 out of 280, SD = 22.92). Among information competency subscales, using the information technologies subscale had the highest mean score, while information from the mass media subscale had the lowest mean score. Information competency of nursing students was positively correlated with students' age. Significant differences were found in information competency according to the academic level, addressing scientific research and research in databases in the course of the study, frequency of meeting the supervisor to discuss the research and university sector.Originality/valueAlthough there are numerous studies worldwide that assessed nursing students' information literacy, this paper represents the first study of information literacy competencies among nursing students in Jordan. While the content supports conclusions that have been drawn from other studies, this study is novel in terms of the student population it addressed. Information competency among nursing students can be improved by integrating standard research and information competency courses at the undergraduate level and involving mass media platforms in the nursing education curricula.

Information Literacy Education for First-Year Composition Students

2018 ◽  
pp. 85-121 ◽  
Author(s):  
Monica D. T. Rysavy ◽  
Russell Michalak ◽  
Kevin Hunt
Keyword(s):  
Information Literacy ◽  
Business Students ◽  
Literacy Skills ◽  
First Year ◽  
Literacy Assessment ◽  
First Year Students ◽  
Composition Students ◽  
First Year Composition ◽  
Composition Course ◽  
International Graduate

This chapter describes how the researchers at a small private Master's level college examined how different delivery modes—face-to-face (F2F), hybrid, and online instruction—may impact first-year students' perceptions of their information literacy (IL) skills compared to their test-assessed information literacy skills using the students perception of information literacy-questionnaire (SPIL-Q) and information literacy assessment (ILA) instruments. These instruments were developed and deployed to international graduate business students in two previous studies: Michalak and Rysavy and Michalak, Rysavy, and Wessel. The students (n=161) in this study were enrolled in a first-year English composition course in the Spring 2017 semester. This iteration achieved an overall response rate of 87.04% (n=141). Overall, results demonstrated the greatest achievement were demonstrated by students in hybrid course sections.

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