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.

scholarly journals An Emerging Theory for Evidence Based Information Literacy Instruction in School Libraries, Part 1: Building a Foundation

2009 ◽  
Vol 4 (2) ◽  
pp. 56 ◽  
Author(s):  
Carol A. Gordon
Keyword(s):  
Action Research ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Information Behavior ◽  
Learning Task ◽  
Evidence Based ◽  
Behavior Theory ◽  
Information Literacy Instruction ◽  
Performance Based Assessment ◽  
Micro Level

Objective – Part I of this paper aims to create a framework for an emerging theory of evidence based information literacy instruction. In order to ground this framework in existing theory, a holistic perspective views inquiry as a learning process that synthesizes information searching and knowledge building. An interdisciplinary approach is taken to relate user-centric information behavior theory and constructivist learning theory that supports this synthesis. The substantive theories that emerge serve as a springboard for emerging theory. A second objective of this paper is to define evidence based information literacy instruction by assessing the suitability of performance based assessment and action research as tools of evidence based practice. Methods – An historical review of research grounded in user-centered information behavior theory and constructivist learning theory establishes a body of existing substantive theory that supports emerging theory for evidence based information literacy instruction within an information-to-knowledge approach. A focused review of the literature presents supporting research for an evidence based pedagogy that is performance assessment based, i.e., information users are immersed in real-world tasks that include formative assessments. An analysis of the meaning of action research in terms of its purpose and methodology establishes its suitability for structuring an evidence based pedagogy. Supporting research tests a training model for school librarians and educators which integrates performance based assessment, as well as action research. Results – Findings of an historical analysis of information behavior theory and constructivist teaching practices, and a literature review that explores teaching models for evidence based information literacy instruction, point to two elements of evidence based information literacy instruction: the micro level of information searching behavior and the macro level of the learning task. On the micro level users are confronting information, and searching is seen as the entire process of the interaction of users with a series of information tasks, as described in Kuhlthau’s Information Search Process. The micro level is the level of deep understanding as critical thinking skills craft the connection between information and knowledge. On the macro level the learning task, designed by an instructional team, shapes the inquiry. It is the context for information tasks. The learning task is relevant, engaging, and rigorous to sustain the interest and interaction of the user with information and emerging knowledge. The macro level is the level of instruction whereby the learning task fosters self-reflection, self-correction, and self-regulation. The role of evidence, which is generated by performance assessment and action research, is critical to both levels. On each of these levels the learning task informs the information search. Conclusion – Evidence is the link between information and knowledge in the learning process called inquiry. Sources of this evidence are information tasks embedded in the learning task, which are nested in a teaching and learning culture of inquiry. In order to generate evidence continuously throughout the inquiry unit, the task is characterized by research-based tools such as performance-based assessment and action research. The synergy of these elements in Part 1 of this article establishes the foundation for building a theory that supports further research of evidence based information literacy instruction.

scholarly journals Undergraduate Information Literacy Instruction Is Not Enough to Prepare Junior Doctors for Evidence Based Practice

2012 ◽  
Vol 7 (2) ◽  
pp. 76 ◽  
Author(s):  
Carol D Howe
Keyword(s):  
Clinical Practice ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Evidence Based Practice ◽  
The Self ◽  
Junior Doctors ◽  
Evidence Based ◽  
Information Literacy Instruction ◽  
Highly Skilled ◽  
Informal Information

Objective – To determine if junior doctors entering the workforce retain the information literacy skills they learned as undergraduates. Design – Structured interviews and observations. Setting – Wellington Medical School of the University of Otago in New Zealand. Medicine in New Zealand is an undergraduate program. Subjects – Thirty-eight University of Otago students who were starting their fourth year of undergraduate medical training between 1994 and 2004. At the time of this study, the students had graduated and were a number of years into advanced training for their speciality, i.e., junior doctors. The participants represented five cohorts, each having received a different level of information literacy instruction as undergraduates. Cohort 1, with the most years in clinical practice at the time of the study, received no formal information literacy instruction as undergraduates. Cohorts 2 to 5 received information literacy instruction in their fourth undergraduate year. The focus of instruction for cohorts 2 and 3 was on developing an effective search strategy, whereas the instruction for cohorts 4 and 5 focused more on the critical appraisal of articles. Methods – In 2008 and 2009, the authors contacted cohort graduates. Two medical librarians from the Wellington Medical Library interviewed and observed participants to establish their level of information literacy. The librarians asked an initial six questions to determine how much participants remembered of their undergraduate information literacy instruction, how they search for clinical information, what databases they use, how they evaluate information, and if they have had any formal or informal information literacy instruction since graduating. For question seven, participants described a recent situation in which they searched for clinical information relating to a given patient. For question eight, participants rated their own skill level as “no skills”, “some skills”, or “highly skilled” on the following seven parameters: choosing a source to search, brainstorming search terms, using Boolean operators, using database limits, finding randomized controlled trials (RCTs) and systematic reviews, using “explode” and “focus”, and evaluating articles. For the last question, the librarians observed and rated participants as they conducted a search in real-time. The librarians rated participants’ performance on the same parameters as question eight using the same scale of “no skills”, “some skills”, or highly skilled”. Main Results – Most participants said they remembered or at least vaguely remembered the information literacy instruction they received in their fourth year. The authors noted that most participants seemed to have expanded on the skills they originally learned as undergraduates. Participants reported using a variety of information sources such as PubMed and Cochrane but were often unsure about what constitutes a database. A large number indicated that they use Google to find information. Rarely had participants asked a medical librarian for help with online searching. The authors define evaluation as either intrinsic (based on information contained in the article itself) or extrinsic (based on such criteria as a journal’s reputation or its publisher). All the cohorts, even cohorts 4 and 5 who received the most instruction on critical appraisal, relied more or equally on extrinsic factors than on intrinsic factors. When asked if they had received further formal or informal information literacy instruction since their fourth undergraduate year, most participants in cohorts 1 and 2 said they had. Fewer participants in cohorts 3, 4, and 5 indicated they had received further instruction. The participants on average rated themselves highest on using database limits and lowest on using “explode” and “focus”. The observers on average rated the participants highest on choosing a source to search and lowest on finding RCTs and systematic reviews as well as using “explode” and “focus”, which tied for the lowest rating. The observed searches on average were rated lower than the self-assessments on all but one parameter. None of the average scores for either the self-rating or the observer-rating approached “highly skilled”. Conclusion – The authors concluded that the information literacy instruction the participants received as undergraduates did not prepare them adequately for evidence-based practice. Even though most participants said they remembered their undergraduate information literacy instruction, neither the average scores for the self-rating nor the observer-rating approached “highly skilled”. From that they could surmise that the attainment of information literacy should be a career-long learning process, beginning with undergraduate instruction and extending throughout one’s clinical practice. The authors also found that the level of instruction cohorts received as undergraduates did not seem to correspond to their current ability. Cohort 1, who received no information literacy instruction as undergraduates, scored higher on average than cohorts 3 and 4 on the self-assessment and higher than cohorts 3, 4, and 5 on the observer assessment. Cohort 1 also used more evidence based sources than did cohort 4, who received the most training on evidence-based medicine. Cohorts 1 and 2 reported the most postgraduate information literacy instruction, leading the authors to postulate that the further along one is in his medical career, the more important evidence based practice, and thus information literacy instruction, becomes. Even with additional instruction, however, the participants did not seem prepared for evidence-based practice. The authors concluded that information literacy instruction during postgraduate training and clinical practice—possibly giving the doctor’s specialty consideration when designing instruction—might be more important than undergraduate instruction. They also concluded that information literacy instruction might be more effective when its importance is emphasized by senior clinicians.

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 School Librarians in Action: A Comparative Study of School Library Programs in Croatia and Hong Kong

2017 ◽  
Author(s):  
Annie Tam ◽  
Samson Choi ◽  
Anica Tkalcevic ◽  
Zvjezdana Dukic ◽  
Joy Xiaobing Zheng
Keyword(s):  
Hong Kong ◽  
Information Literacy ◽  
School Library ◽  
School Curriculum ◽  
School Libraries ◽  
Collection Development ◽  
Library Instruction ◽  
School Librarians ◽  
Similarities And Differences ◽  
Support Students

The study explores library programs in primary and secondary schools in Croatia and Hong Kong. The aim is to find what library programs the school libraries in Croatia and Hong Kong run in their schools, how these programs affect students’ learning and what are similarities and differences between school libraries in Croatia and Hong Kong. The study findings show that school libraries on both locations run programs to support students’ reading and to enhance their information literacy and research skills. School library programs in Croatia and Hong Kong include some similar components but also differ in some respects in approach and content. School librarians in Croatia involve wider community engagement while school librarians in Hong Kong apply technology for collection development and library instruction. Library programs in schools in both locations transcend the school walls and reach beyond the school curriculum as well.

scholarly journals Updating professional development for medical librarians to improve our evidence-based medicine and information literacy instruction

2018 ◽  
Vol 106 (3) ◽  
Author(s):  
Joseph Costello
Keyword(s):  
Professional Development ◽  
Information Literacy ◽  
Evidence Based Medicine ◽  
Literacy Instruction ◽  
Critical Appraisal ◽  
Evidence Based ◽  
Information Literacy Instruction ◽  
Evidence Quality ◽  
Hospital Systems ◽  
Based Medicine

Medical librarians lack professional development opportunities in the critical appraisal of biomedical evidence. An update to our professional development opportunities could support our efforts to teach critical appraisal of biomedical evidence during evidence-based medicine or information literacy instruction. If we enhance our understanding of latent influences on evidence quality—such as changes to Food and Drug Administration regulations, predatory or deceptive publishing practices, and clinical trial study designs—we can improve our value to medical education and hospital systems.

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