scholarly journals Far from a Trivial Pursuit: Assessing the Effectiveness of Games in Information Literacy Instruction

2015 ◽  
Vol 10 (1) ◽  
pp. 20 ◽  
Author(s):  
Eamon C Tewell ◽  
Katelyn Angell
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Lesson Plan ◽  
Online Games ◽  
Control Group ◽  
Library Instruction ◽  
Research Practices ◽  
Information Literacy Instruction ◽  
Significant Difference ◽  
Experimental Group

Abstract Objective – To determine whether playing library-related online games during information literacy instruction sessions improves student performance on questionnaires pertaining to selected research practices: identifying citation types and keyword and synonym development. Methods – 86 students in seven introductory English composition classes at a large urban university in the northeastern United States served as participants. Each class visited the library for library instruction twice during a given semester. In the experimental group students received information literacy instruction that incorporated two online games, and the control group received the same lesson plan with the exception of a lecture in place of playing games. A six-item pre- and posttest questionnaire was developed and administered at the outset and conclusion of the two-session classes. The 172 individual tests were coded, graded, and analyzed using SPSS. Results – A paired sample t-test comparing the control and experimental groups determined that that there was a statistically significant difference between scores on pre-tests and post-tests in the experimental group but not the control group. Conclusion – Students who played the online games improved significantly more from pre-test to post-test than students who received a lecture in lieu of playing online games, suggesting that participating in games related to the instruction they received resulted in an improved ability to select appropriate keywords and ascertain citation formats. These findings contribute to the evidence that online games concerning two frequently challenging research practices can be successfully applied to library instruction sessions to improve student comprehension of such skills.

scholarly journals Library Instruction and Academic Success: A Mixed-Methods Assessment of a Library Instruction Program

2012 ◽  
Vol 7 (1) ◽  
pp. 82 ◽  
Author(s):  
Melissa Bowles-Terry
Keyword(s):  
Academic Success ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Student Experiences ◽  
Library Instruction ◽  
Grade Point ◽  
Information Literacy Instruction ◽  
Significant Difference ◽  
Upper Level ◽  
Different Levels

Abstract Objectives – This study examines the connection between student academic success and information literacy instruction. Locally, it allowed librarians to ascertain the institution’s saturation rate for information literacy instruction and identify academic programs not utilizing library instruction services. In a broader application, it provides an argument for a tiered program of information literacy instruction and offers student perspectives on improving a library instruction program. Methods – Focus groups with 15 graduating seniors, all of whom had attended at least one library instruction session, discussed student experiences and preferences regarding library instruction. An analysis of 4,489 academic transcripts of graduating seniors identified differences in grade point average (GPA) between students with different levels of library instruction. Results – Students value library instruction for orientation purposes as beginning students, and specialized, discipline-specific library instruction in upper-level courses. There is a statistically significant difference in GPA between graduating seniors who had library instruction in upper-level courses (defined in this study as post-freshman-level) and those who did not. Conclusions – Library instruction seems to make the most difference to student success when it is repeated at different levels in the university curriculum, especially when it is offered in upper-level courses. Instruction librarians should differentiate between lower-division and upper-division learning objectives for students in order to create a more cohesive and non-repetitive information literacy curriculum.

scholarly journals Information Literacy and Instruction: Reference and Information Literacy in the Community College Library

2019 ◽  
Vol 59 (1) ◽  
pp. 12
Author(s):  
Chelsea Contrada
Keyword(s):  
Professional Development ◽  
Community College ◽  
Community Colleges ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Colleges And Universities ◽  
Library Instruction ◽  
Strong Case ◽  
Information Literacy Instruction ◽  
College Library

Library workers from libraries of all types can struggle with the challenges of juggling instructional responsibilities with other assigned duties. Library context can play a key role in the resources available to mitigate these challenges. In this article, Chelsea Contrada discusses information literacy instruction in a community college library context and how that context influences her approach to library instruction. She articulates some of the unique aspects of instruction in community colleges and how community college librarians take a different approach than many of their peers in four-year colleges and universities. Contrada makes a strong case for increased collaboration across library type and more robust opportunities for professional development and engagement for community college librarians.—Editor

scholarly journals Student Research & Intrinsic Motivation: Effects of Formative Assessment and the Two-Session Model of Information Literacy Instruction

2017 ◽  
Vol 5 (1) ◽  
pp. 13-25
Author(s):  
Maria R. Barefoot
Keyword(s):  
Intrinsic Motivation ◽  
Formative Assessment ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Statistical Significance ◽  
Intervention Group ◽  
Control Group ◽  
Research Writing ◽  
Information Literacy Instruction ◽  
Conducting Research

Formative assessment is a well-established practice within education. However, the traditionally brief format of information literacy instruction has not lent itself well to this important exchange during the learning process.  At the same time, there has been increasing focus within the library literature on affective measures of information literacy instruction, such as motivation and instruction formats that incorporate multiple sessions.  This study seeks to examine the relationship between these concepts by comparing scores from the Intrinsic Motivation Inventory (IMI) across two groups of Research Writing students: a control group receiving one session of information literacy instruction and an intervention group receiving written formative assessment and two sessions of information literacy instruction.  Statistical significance analyses indicate that the addition of formative assessment and a second instruction session significantly increased motivation for conducting research in the intervention group when compared to students receiving only one session of instruction and no formative assessment.  These findings indicate that librarians can significantly increase students’ intrinsic motivation to conduct research by incorporating formative assessment strategies into a two session model of information literacy instruction.

scholarly journals Implementing Information Literacy (IL) into STEM Writing Courses: Effect of IL Instruction on Students’ Writing Projects at an Urban Community College

2020 ◽  
Author(s):  
Miseon Kim ◽  
Mercedes Franco ◽  
Dugwon Seo
Keyword(s):  
Community College ◽  
Information Literacy ◽  
Urban Community ◽  
Control Group ◽  
Research Papers ◽  
Writing Courses ◽  
Significant Difference ◽  
Urban Community College ◽  
Experimental Group ◽  
Stem Writing

The purpose of this study was to implement information literacy (IL) into Science, Technology, Engineering, and Mathematics (STEM) writing courses at an urban community college, investigate if students’ information literacy (IL) skills were improved through library one-shot instruction, and determine if there was an association between IL skills and students’ writing performance. Students in the experimental group attended the library instructional class and students in the control group had no library class. Students’ research papers were scored using the Association of American Colleges & Universities (AAC&U) Information Literacy VALUE Rubric to grade the effectiveness of the library instruction. While the scores of the papers did not differ between groups, data indicated that there was a statistically significant difference (p = .011) in IL scores between students in the experimental group (M = 9.70) and students in the control group (M = 8.73). The results also showed that information literacy skills were correlated positively with students’ grades on research papers (p = .002).

scholarly journals IMPROVING STUDENTS ACHIEVEMENT AND RETENTION OF LEARNING IN ENVIRONMENTAL SCIENCE USING 7ES INSTRUCTIONAL MODEL

2021 ◽  
Vol 9 (03) ◽  
pp. 10-13
Author(s):  
Ephraim M. Villacrusis ◽  
◽  
Maria Teresa R. Beloy ◽  
Keyword(s):  
Science Achievement ◽  
Environmental Science ◽  
Lesson Plan ◽  
Achievement Test ◽  
Control Group ◽  
Instructional Model ◽  
Control Groups ◽  
Significant Difference ◽  
And Control ◽  
Experimental Group

This study was undertaken to determine the effects of 7Es Instructional Model in the achievement of students in Environmental Science. It is anchored in the belief that between the two, the Traditional Approach and the use of 7Es Instructional Model in teaching Environmental Science, the latter leads to a positive effect on science achievement and retention of previously gained concepts in the Environmental Science Strand in K to 12 Science Curriculum. This study used the Quasi-Experimental Design, particularly Two – Factor Mixed Design. The experimental group was subjected to the use of 7Es Learning Model for teaching environmental science while the control group was taught with the Traditional Approach.The participants of the study were 38, 7th graders from each group. The experimental and the control groups of participants were given pre-test, underwent different treatments and were given the post-test. Three weeks, later the same post – test was re-administered to assess the retention level of the participants. The instrument used in the study were the Lesson plan, and Teacher-made Achievement Test. The instruments were validated by the pool of experts and were rated very good.Resultsshows that there is no significant difference between the posttest scores of the experimental and control groups. It also revealed that there is a significant difference between the posttest and pretest mean scores of the experimental and control groups while retention of previously gained concept in science was significant in the lag test scores of the experimental group. Analysis of Test Items and Lesson plans (7Es Instructional Model) shows that the category Explore, Explain, Elaborate and Extends promote high scores in the Science Achievement Test. Thus, teachers may use the 7Es instructional Model in making Daily Lesson Plan in teaching science subjects to improve the achievement and enhance retention of previously gained concepts of students.

The effect of information literacy instruction on lifelong learning readiness

IFLA Journal ◽  
2020 ◽  
Vol 46 (3) ◽  
pp. 259-270
Author(s):  
Leili Seifi ◽  
Maryam Habibi ◽  
Mohsen Ayati
Keyword(s):  
Lifelong Learning ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Public Libraries ◽  
Literacy Skills ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Information Literacy Instruction ◽  
Significant Difference ◽  
Information Literacy Skills

The purpose of the present study is to examine the effect of information literacy skills instruction on the lifelong learning readiness of users in Iranian public libraries. To this end, 30 active users of two libraries were randomly placed in control and experimental groups. Information literacy skills were taught to the experimental group over one and a half months. The results revealed that information literacy instruction led to a significant increase in readiness for self-directed learning and readiness to overcome deterrents to participation. According to the findings, information literacy skills instruction made a significant difference to the information literacy of users in Iranian public libraries. The results of this study encourage public libraries to plan for the implementation of information literacy instruction in order to make public libraries lifelong learning centres.

Free Web-based tools for information literacy instruction

2014 ◽  
Vol 31 (10) ◽  
pp. 1-5 ◽  
Author(s):  
Christine Forbes
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Design Methodology ◽  
Public Libraries ◽  
Library Instruction ◽  
Web Based ◽  
Content Type ◽  
Information Literacy Instruction ◽  
Academic Medical ◽  
Actual Use

Purpose – The purpose of this article is to examine several free Web-based tools for library instruction, including links to actual use by libraries. Design/methodology/approach – Free Web-based technologies were explored to determine use in library instruction. Findings – Free Web-based technologies are used for instruction by academic, medical and public libraries. Originality/value – This paper examines some newer Web-based technologies that are used in library instruction.

Discourse, Identity, Practice: Analyzing Instruction Librarians’ Conversations About Information Literacy and the Social Web

2013 ◽  
Author(s):  
Cameron Hoffman ◽  
Sarah Polkinghorne
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Critical Discourse ◽  
Social Web ◽  
Library Instruction ◽  
Information Literacy Instruction ◽  
The Social ◽  
Web Social

Librarians communicate regularly on the Information Literacy Instruction (ILI-L) listserv about integrating the Social Web in their library instruction practices. Critical discourse analysis of these postings reveals a concern with control, which makes mastery of these technologies a priority, along with a fear in the profession of ceding pedagogical authority.Les bibliothécaires discutent régulièrement sur la liste de diffusion Information Literacy Instruction (ILI-L) de l'intégration du web social aux pratiques de formation documentaire de leur bibliothèque. Une analyse critique du discours de ces communications révèle une préoccupation par rapport au contrôle, faisant de la maîtrise de ces technologies une priorité, ainsi que la crainte d'une perte d'autorité pédagogique pour la profession.

scholarly journals An Emerging Theory for Evidence Based Information Literacy Instruction in School Libraries, Part 2: Building a Culture of Enquiry

2009 ◽  
Vol 4 (3) ◽  
pp. 19 ◽  
Author(s):  
Carol A. Gordon
Keyword(s):  
Action Research ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Teaching And Learning ◽  
Evidence Based Practice ◽  
School Library ◽  
School Libraries ◽  
Evidence Based ◽  
Library Instruction ◽  
Information Literacy Instruction

Objective – The purpose of this paper is to articulate a theory for the use of action research as a tool of evidence based practice for information literacy instruction in school libraries. The emerging theory is intended to capture the complex phenomenon of information skills teaching as it is embedded in school curricula. Such a theory is needed to support research on the integrated approach to teaching information skills and knowledge construction within the framework of inquiry learning. Part 1 of this paper, in the previous issue, built a foundation for emerging theory, which established user-centric information behavior and constructivist learning theory as the substantive theory behind evidence based library instruction in schools. Part 2 continues to build on the Information Search Process and Guided Inquiry as foundational to studying the information-to-knowledge connection and the concepts of help and intervention characteristic of 21st century school library instruction. Methods – This paper examines the purpose and methodology of action research as a tool of evidence based instruction. This is accomplished through the explication of three components of theory-building: paradigm, substantive research, and metatheory. Evidence based practice is identified as the paradigm that contributes values and assumptions about school library instruction. It establishes the role of evidence in teaching and learning, linking theory and practice. Action research, as a tool of evidence based practice is defined as the synthesis of authentic learning, or performance-based assessment practices that continuously generate evidence throughout the inquiry unit of instruction and traditional data collection methods typically used in formal research. This paper adds social psychology theory from Lewin’s work, which contributes methodology from Gestalt psychology, field theory, group dynamics, and change theory. For Lewin the purpose of action research was social reform, while action research in education targeted self through the improvement of practice. The dichotomy between purposes of self and society is resolved by the Lewin-Dewey connection, where the reiterative cycle of action and reflection is the basis for a common intent for both types of action research. Dewey’s approach comprises the metatheory for emerging theory: a philosophy of purpose and methodology that determines how the research is done. Results – The emerging theory developed in this paper postulates that evidence based information literacy instruction uses action research for two purposes. Self-oriented action research (AR(S1)) targets self-improvement on the local level of teaching and learning in school libraries; social-oriented action research (AR(S2)) targets social reform on the global level of educational improvement. Corollaries of the theory indicate a research agenda and methodologies for the research. Conclusion – Implicit in the content of the research is methodology that evolves from the distinction between the purposes of self- and social-oriented action research. Clearly, evidence is generated in the field of teaching and learning that is situated in theory-based practices, such as user-centered information processing, constructivist learning, and a culture of inquiry that grows from social processes. Librarianship is well suited to developing practitioner-researchers who are proficient in making the information-to-knowledge connection that informs their professional performance.

Authentic engagement

2014 ◽  
Vol 42 (2) ◽  
pp. 229-245 ◽  
Author(s):  
Kevin Michael Klipfel
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Positive Impact ◽  
Control Group ◽  
Traditional Role ◽  
Substantial Impact ◽  
Content Type ◽  
Research Libraries ◽  
Information Literacy Instruction ◽  
The Impact

Purpose – The purpose of this case study is to measure the impact of authenticity – the operation of one’s true self in one’s daily activities – on student engagement and learning in the context of information literacy instruction. Design/methodology/approach – The study was conducted during information literacy instruction for English 105 classes at the House Undergraduate Library at the University of North Carolina at Chapel Hill. A classroom modeling exercise was developed to help students choose authentic topics of interest. Students then filled out a questionnaire to assess whether choosing authentic topics led to increased engagement and increased learning according to Association of College & Research Libraries (ACRL) Information Literacy Competency Standards compared to students in the control group. Results were analyzed using an independent samples t-test. Findings – The data illustrate that the exercise successfully helped students choose authentic topics and that these students’ motivation to learn was higher than students in the control group. Students in the experimental group also, on average, rated their learning of ACRL Information Literacy Competency Standards significantly higher than students in the control group. Originality/value – The study provides the first empirical data confirming the positive impact of authenticity on student motivation and learning in the context of information literacy instruction. An implication of the study is that it is possible not only to provide students with resources – as the traditional role of librarians might have it – but also that librarians can have a positive and substantial impact on the content students choose to work on, and the degree to which they care about it. The impact of this particular result could radically change the way instruction librarians view the nature and scope of their pedagogical role in academic libraries.

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