Learning outcomes of information literacy instruction at business schools

2011 ◽  
Vol 62 (3) ◽  
pp. 572-585 ◽  
Author(s):  
Brian Detlor ◽  
Heidi Julien ◽  
Rebekah Willson ◽  
Alexander Serenko ◽  
Maegen Lavallee
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Business Schools ◽  
Information Literacy Instruction

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 Maintaining Quality While Expanding Our Reach: Using Online Information Literacy Tutorials in the Sciences and Health Sciences

2017 ◽  
Vol 12 (3) ◽  
pp. 95 ◽  
Author(s):  
Talitha Rosa Matlin ◽  
Tricia Lantzy
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Higher Order ◽  
Health Science ◽  
Student Survey ◽  
Science Courses ◽  
Information Literacy Instruction ◽  
Online Tutorials ◽  
Higher Order Learning

Abstract Objective – This article aims to assess student achievement of higher-order information literacy learning outcomes from online tutorials as compared to in-person instruction in science and health science courses. Methods – Information literacy instruction via online tutorials or an in-person one-shot session was implemented in multiple sections of a biology (n=100) and a kinesiology course (n=54). After instruction, students in both instructional environments completed an identical library assignment to measure the achievement of higher-order learning outcomes and an anonymous student survey to measure the student experience of instruction. Results – The data collected from library assignments revealed no statistically significant differences between the two instructional groups in total assignment scores or scores on specific questions related to higher-order learning outcomes. Student survey results indicated the student experience is comparable between instruction groups in terms of clarity of instruction, student confidence in completing the course assignment after library instruction, and comfort in asking a librarian for help after instruction. Conclusions – This study demonstrates that it is possible to replace one-shot information literacy instruction sessions with asynchronous online tutorials with no significant reduction in student learning in undergraduate science and health science courses. Replacing in-person instruction with online tutorials will allow librarians at this university to reach a greater number of students and maintain contact with certain courses that are transitioning to completely online environments. While the creation of online tutorials is initially time-intensive, over time implementing online instruction could free up librarian time to allow for the strategic integration of information literacy instruction into other courses. Additional time savings could be realized by incorporating auto-grading into the online tutorials.

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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