scholarly journals Changing the Face of Instruction: Is Online or In-class More Effective?

2003 ◽  
Vol 64 (5) ◽  
pp. 378-388 ◽  
Author(s):  
James Nichols ◽  
Barbara Shaffer ◽  
Karen Shockey
Keyword(s):  
Student Satisfaction ◽  
Student Learning ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Mode Of Delivery ◽  
Freshman English ◽  
Online Tutorial ◽  
Information Literacy Instruction ◽  
Lecture Demonstration ◽  
The Face

The Web-based tutorial is an attractive mode of delivery for information literacy instruction, but do we know that it is effective? A pre- and posttest study compared student learning from use of an online tutorial with learning from a traditional lecture/demonstration for basic information literacy instruction in freshman English composition classes. Measures of both student learning and student satisfaction were comparable for online tutorial and in-class instruction. The authors have implemented the tutorial for these classes and continue to improve it based on student and faculty feedback.

scholarly journals Information Literacy Instruction Assessment and Improvement through Evidence Based Practice: A Mixed Method Study

2010 ◽  
Vol 5 (1) ◽  
pp. 82 ◽  
Author(s):  
Diana K. Wakimoto
Keyword(s):  
Focus Group ◽  
Student Satisfaction ◽  
Student Learning ◽  
Information Literacy ◽  
Literacy Instruction ◽  
First Year Students ◽  
Information Literacy Instruction ◽  
Information Power ◽  
Literacy Course ◽  
Concept Of Information

Objective— This study explored first-year students’ learning and satisfaction in a required information literacy course. The study asked how students understand connections between themselves and information literacy in terms of power, society, and personal relevance to assess if students’ understanding of information literacy increased after taking the course. Student satisfaction with the course also was measured. Methods—The study used pre- and post tests and focus group session transcripts which were coded and analyzed to determine student learning and satisfaction during the regular 2008-2009 academic year at California State University, East Bay. Results— Many students entered the course without any concept of information literacy; however, after taking the course they found information literacy to be personally relevant and were able to articulate connections among information, power, and society. The majority of students were satisfied with the course. The results from analyzing the pre- and post-tests were supported by the findings from the focus group sessions. Conclusion— The results of this study are supported by other studies that show the importance of personal relevancy to student learning. In order to fully assess information literacy instruction and student learning, librarians should consider incorporating ways of assessing student learning beyond testing content knowledge and levels of competency.

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.

Comparative Gamification Practices for Information Literacy Instruction in Higher Education

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Nikki Squire
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Research Literature ◽  
Information Literacy Instruction ◽  
Literacy Outcomes ◽  
Underperforming Students

Due to the recent call for the need to change information literacy instruction for 21st century skills, many scholars, educators, and librarians are exploring gamification as a teaching and learning pedagogy for information literacy instruction, design, and assessment for student learning. The research literature provides an overview of various information literacy tools, teaching methods, and pedagogies suggested by scholars and educators for improving information literacy instruction and student learning. Based on results from empirical studies, to improve information literacy outcomes for undergraduate students, especially literacy gains for at-risk or underperforming students, gamification can be used as a conceptual framework for pedagogy assessment for teaching and learning.

scholarly journals Book Review: Shaping the Campus Conversation on Student Learning and Experience: Activating the Results of Assessment in Action

2019 ◽  
Vol 58 (4) ◽  
pp. 261
Author(s):  
Marla Lobley
Keyword(s):  
Student Learning ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Valuable Resource ◽  
Academic Institutions ◽  
University Environment ◽  
Information Literacy Instruction ◽  
Multiple Partners

From 2013–2016, over 200 campuses participated in ACRL’s Assessment in Action (AiA) program. Shaping the Campus Conversation is a compilation of AiA resources, including reports, reflections, and published articles. For individuals at academic institutions who are (or beginning to be) immersed in assessment efforts, this could be a valuable resource. This includes assessment leaders outside the library, as all of the AiA participants were required to have multiple partners on campus. In addition, most of the projects concerned information literacy instruction, so they could apply in a broader university environment.

Critical Pedagogy In Libraries: A Unified Approach

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Melissa M. Gustafson
Keyword(s):  
Critical Pedagogy ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Information Science ◽  
Academic Publishing ◽  
Unified Approach ◽  
Information Literacy Instruction ◽  
Scholarly Communications ◽  
Paolo Friere ◽  
Foundational Work

Critical pedagogy originated in the social sciences during the mid-twentieth century with the foundational work of Paolo Friere. More recently in information science, James Elmborg and others have framed critical pedagogy through the lens of information literacy instruction. As a whole the philosophy is one which considers economic, political, and societal systems which influence the entire information life cycle from creation to consumption. Central to the adoption was the incorporation of learners as equals with valid and highly individualized experiences in academic discourse. Beyond information literacy instruction, critical pedagogy has the potential to also benefit and define the librarian's outreach and support role for the scholarly communications process. Scholarly communications encompasses both traditional academic publishing models (peer reviewed journals, conference presentations, etc.) and nontraditional channels (social media, open access, etc.) and is concerned with the information lifecycle as it relates to teaching research and scholarly work. In consideration of scholarly communications processes, issues of critical pedagogy including external market forces, privilege of information, systems of access, and consumption all play a defining role. A move to a more unified approach of critical pedagogy in libraries would highlight crucial issues of information literacy and scholarly communications while simultaneously augmenting the library's role across campus. The evolution of critical pedagogy in libraries is briefly discussed. Current scholarly communications practices in academic libraries as seen through the literature and by examining U.S. library websites is also reviewed. The author makes suggestions for meaningful inclusion of critical pedagogy in libraries through a unified approach to scholarly communications and information literacy programs.

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