scholarly journals Investigation of Factors Affecting Information Literacy Student Learning Outcomes Fails to Undercover Significant Findings

2011 ◽  
Vol 6 (2) ◽  
pp. 59 ◽  
Author(s):  
Jason Martin
Keyword(s):  
Theoretical Model ◽  
Student Learning ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Business School ◽  
Business Schools ◽  
Business Students ◽  
Student Learning Outcomes ◽  
Factors Influencing ◽  
Undergraduate Business Students

Objective – To ascertain the factors influencing student learning during information literacy instruction (ILI) and create a theoretical model based on those factors. Design – Mixed methodology consisting of interviews and an assessment test. Setting – Three Canadian business schools. Subjects – Seven librarians, 4 library administrators, 16 business faculty, and 52 undergraduate business students were interviewed, and the Standardized Assessment of Information Literacy Skills (SAILS) test was administered to 1,087 undergraduate business students across three different business schools. Methods – The authors used an interview script to conduct interviews with librarians, library administrators, business school faculty, and undergraduate business school students at three business schools in Canada. The authors also administered the SAILS test to undergraduate business students at the same three Canadian business schools. Main Results – ILI works best when it is related to an assignment, part of the curriculum, periodically evaluated, adequately funded, timely, mandatory, interactive, uses handouts, provides the proper amount of information, and favourably viewed within the school. ILI student learning outcomes are affected by whether the students find the ILI beneficial and relevant, their year in the program, gender, status as international or domestic student, and overall academic achievement. Conclusion – Creation of theoretical model consisting of the three main factors influencing student learning outcomes in information literacy instruction: learning environment, information literacy components, and student demographics.

The Effects of Information Literacy Instruction on Business Students

2013 ◽  
Author(s):  
Brian Detlor ◽  
Lorne Booker ◽  
Heidi Julien ◽  
Alexander Serenko
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Business Students ◽  
Student Learning Outcomes ◽  
Mediating Effects ◽  
Information Literacy Instruction ◽  
Library Resources ◽  
Online Library

Results from a survey concerning the effects of information literacy instruction (ILI) on business students are presented. The effects of ILI on student learning outcomes, and the influence of ILI on the adoption and use of online library resources and the mediating effects of self-efficacy and anxiety are examined.Sont présentés ici les résultats d'une étude sur les effets de la maîtrise de l'information sur l'enseignement aux étudiants de gestion des affaires. L'étude s'intéresse également à ces effets sur les objectifs d'apprentissage, à leur influence sur l'adoption et l'utilisation de ressources bibliothécaires en ligne, ainsi qu'aux effets médiateurs de l'auto-efficacité et de l'angoisse.

scholarly journals Guru sebagai fasilitator dan efektivitas belajar siswa

2019 ◽  
Vol 4 (1) ◽  
pp. 49
Author(s):  
Mega Rahmawati ◽  
Edi Suryadi
Keyword(s):  
Education Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Survey Method ◽  
Vocational High School ◽  
Factors Influencing ◽  
Learning Data ◽  
Simple Regression

This paper specifically examines the role of teacher as a facilitator, assumed to be one of the factors influencing the effectiveness of student learning. Data that were collected through survey method using close-ended questionnaires and documents of student learning outcomes of 136 students at one state vocational high school in Bandung as respondents were analyzed with simple regression. The results of data analysis show that the role of teacher as a facilitator had an influence on the effectiveness of student learning. This research is expected to contribute to the field of education research some considerations of the role of teacher as a facilitator as one of the factors influencing the effectiveness of student learning.ABSTRAKTulisan ini mengkaji secara khusus tentang peran guru sebagai fasilitator yang diduga menjadi salah satu variabel yang berpengaruh terhadap efektivitas belajar siswa. Berdasarkan hasil analisis data dengan menggunakan regresi sederhana dimana data yang dikumpulkan melalui metode survey dengan menggunakan angket jawaban tertutup dan nilai hasil belajar siswa sebanyak 136 orang siswa pada salah satu Sekolah Menengah Kejuruan Negeri di Kota Bandung sebagai responden. Hasil analisis data tersebut menunjukkan bahwa peran guru sebagai fasilitator mempunyai pengaruh terhadap efektivitas belajar siswa. Penelitian ini diharapkan dapat memberikan pengkajian pendidikan untuk dapat mempertimbangkan peran guru sebagai fasilitator sebagai salah satu faktor pengaruh efektivitas belajar siswa.

Information Literacy Learning Outcomes: Critical Factors in the Learning Environment

2013 ◽  
Author(s):  
Heidi Julien ◽  
Brian Detlor ◽  
Alexander Serenko ◽  
Rebekah Willson ◽  
Maegan Lavallee
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Literacy Learning ◽  
Student Learning Outcomes ◽  
Literacy Program ◽  
Critical Factors ◽  
Significant Challenge ◽  
Program Components

A significant challenge facing Canadian business schools is how best to work with librarians to incorporate information literacy instruction in curriculum and program designs. This study addresses the question: what is the interplay between factors of the learning environment and information literacy program components on business student learning outcomes?La meilleure façon de travailler conjointement avec les bibliothécaires dans le but d’intégrer les compétences informationnelles aux cours et aux programmes d’études constitue un défi important pour les écoles de gestion au Canada. Cette étude répond à la question suivante : Quelle est l’interaction entre les facteurs que sont l’environnement d’étude et les composantes de programmes de compétences informationnelles sur les résultats d’apprentissage des étudiants en gestion? 

Librarians and instructors developing student learning outcomes

2014 ◽  
Vol 42 (3) ◽  
pp. 484-498 ◽  
Author(s):  
Kacy Lundstrom ◽  
Britt Anna Fagerheim ◽  
Elizabeth Benson
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Student Learning Outcomes ◽  
Threshold Concepts ◽  
Content Type ◽  
Writing Instructors ◽  
Department Faculty ◽  
Practical Implications

Purpose – The purpose of this paper if to design a workshop that effectively facilitates the collaborative revision of student learning outcomes based on current research relating to competencies in information literacy (IL). Design/methodology/approach – This case study describes collaborations between librarians and writing instructors throughout an eight-week workshop. The workshop focused on using the results of assessments to revise learning outcomes and restructure instruction practices to help students in the areas they struggle with the most. Three significant frameworks, including threshold concepts, backward design and decoding the disciplines, were used to facilitate effective discussion and revise learning outcomes. Findings – The structure of the workshop based on three key frameworks stimulated innovation, fostered collegiality, prompted future collaborative opportunities and garnered buy-in for the importance and implementation of IL initiatives. This collaboration served as a pilot workshop for future plans to write and revise IL outcomes with other departments across campus. Practical implications – This study can serve as a model for future collaborations with any department faculty, especially when IL learning outcomes need to be articulated or revised. The frameworks described are particularly helpful for guiding this process. Originality/value – While much is written on librarian collaborations, this case study emphasizes the importance of creating even closer collaborative opportunities that place both non-library faculty and teaching librarians on equal footing, allowing everyone in the workshop to take part in the design and implementation of integrating IL into a program. It also gives concrete ways to use threshold concepts to discuss IL issues with faculty, which is a major focus of the newly drafted Framework for Information Literacy for Higher Education.

scholarly journals Factors influencing the academic performance of the students

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Vo Van Viet ◽  
Dang Thi Thu Phuong
Keyword(s):  
Academic Performance ◽  
Student Learning ◽  
Learning Outcomes ◽  
Peer Pressure ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Factors Influencing ◽  
Study Results ◽  
Educational Production

Education and training is the decisive factor to improve the intellectual potentials and creative capacity of people. Today, more than ever before in human history, the wealth – or poverty – of nations depends on the quality of higher education, but the quality of education is reflected through student learning outcomes. Understanding factors affecting learning outcome could help educators in developing methods to improve education quality. The main mobjective of this study was to determine the factors as well as the degree of influence of these factors on student learning outcomes. Seven factors have been identified affecting the student's academic performance includingintellectual ability, learning preferences (students themselves), motivation of parents (family), facilities, scholarships (schools), peer pressure, social pressure (society). These seven factors affect the study results at different levelsKeywordsStudent, learning outcome, factors.References[1] Ali, N., Jusoff, K., Ali, S., Mokhtar, N., & Salamat, A.S.A. (2009). The Factors Influencing Students’ Performance at University Technology, Malaysia. International Journal of Education, 3, 81-90.[2] Bratti, M. and Staffolani, S. (2002), Student Time Allocation and Educational Production Functions, Conference paper at the XIV annual EALE conference.[3] Checchi, D., Franzoni, F., Ichino, A. and Rustichini, A. (2000), College Choice and Academic Performance, version of paper prepare for the conference on "Politiche pubbliche per il lavoro" in Pavia.[4] Karemera, D. (2003). The effects of academic environment and background characteristics on students’ satisfaction and performance. The case of South Carolina State University’s school of Business. College student Journal, 37(2), 298-11.[5] Majoribanks, K. (1996), Family learning environments and students’ outcomes: A Review. Journal of comparative family studies. 27(2) 373-394.[6] Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 106 - 119.[7] Schiefele, U., Krapp, A., & Winteler, A. (1992). Interest as a predictor of academic achievement: A meta-analysis of research. The role of interest in learning and development (pp. 183-212). Hillsdale, NJ: Erlbaum.

scholarly journals Razzle dazzle

2021 ◽  
Author(s):  
Barbara Combes
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Information Literacy ◽  
School Library ◽  
Student Learning Outcomes ◽  
School Community ◽  
Teaching Staff ◽  
Important Prerequisite ◽  
The Core ◽  
Senior Administration

Creating an interactive and engaging school library environment for your school community is an important prerequisite to establishing a creditable identity with teaching staff, which in turn, leads to opportunities to develop collaborative curriculum programs. The library and its personnel must be perceived as a hub for learning and part of the core business of the school by the whole community, including senior administration, teachers, students and parents. Such an environment demonstrates the value adding to the curriculum, literacy, information literacy and student learning outcomes that occur when professional library staff are part of the staffing equation in a school.

scholarly journals Flipped Library Instruction Does Not Lead to Learning Gains for First-Year English Students

2017 ◽  
Vol 12 (3) ◽  
pp. 172
Author(s):  
Kimberly Miller
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Flipped Classroom ◽  
Student Learning Outcomes ◽  
First Year ◽  
Library Instruction ◽  
Freshman English ◽  
Flipped Instruction ◽  
English Students

A Review of: Rivera, E. (2017). Flipping the classroom in freshman English library instruction: A comparison study of a flipped class versus a traditional lecture method. New Review of Academic Librarianship, 23(1), 18-27. http://dx.doi.org/10.1080/13614533.2016.1244770 Abstract Objective – To determine whether a flipped classroom approach to freshman English information literacy instruction improves student learning outcomes. Design – Quasi-experimental. Setting – Private suburban university with 7,000 graduate and undergraduate students. Subjects – First-year English students. Methods – Students in six sections of first-year “English 2” received library instruction; three sections received flipped library instruction and three sections received traditional library instruction. Students in the flipped classroom sections were assigned two videos to watch before class, as an introduction to searching the Library’s catalog and key academic databases. These students were also expected to complete pre-class exercises that allowed them to practice what they learned through the videos. The face-to-face classes involved a review of the flipped materials alongside additional activities. Works cited pages from the students’ final papers were collected from all six sections, 31 from the flipped sections and 34 from the non-flipped sections. A rubric was used to rate the works cited pages. The rubric was based on the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education (ACRL, 2000), Standard Two, Outcome 3a, and included three criteria: “authority,” “timeliness,” and “variety.” Each criterion was rated at one of three levels: “exemplary,” “competent,” or “developing.” Main Results – Works cited pages from the students who received non-flipped instruction were more likely to score “exemplary” for at least one of the three criteria when compared to works cited pages from the flipped instruction students (68.6% vs. 52.7%). Differences were found in the scores for “timeliness” (88.2% non-flipped scored “exemplary” compared to 58% flipped), and “variety” (55.9% non-flipped scored “exemplary” vs. 35.5% flipped). This pattern was not found for the “authority” category, in which 61.8% of non-flipped works cited pages scored “exemplary” vs. 64.5% of flipped works cited pages. Conclusion – The results suggest that the flipped library instruction approach did not improve student learning outcomes. The study’s findings are limited by the small sample size, the unknown impact of the variability of research assignments between sections, and the lack of control over whether students in the flipped sections completed the pre-class assignments. The author also notes that future research should examine how well the content of flipped library instruction mirrors that of non-flipped instruction sessions. The study concludes that the flipped classroom model needs further research to understand whether it is a strong fit for one-shot library instruction.

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