scholarly journals No Pedagogical Advantage Found Between LibGuides and Other Web Page Information Literacy Tutorials

2015 ◽  
Vol 10 (1) ◽  
pp. 75 ◽  
Author(s):  
Kimberly Miller
Keyword(s):  
Information Literacy ◽  
Likert Scale ◽  
Annotated Bibliography ◽  
First Year ◽  
Communication Studies ◽  
Web Page ◽  
First Year Students ◽  
Knowledge Based ◽  
The Web ◽  
Better Than

A Review of: Bowen, A. (2014). LibGuides and web-based library guides in comparison: Is there a pedagogical advantage? Journal of Web Librarianship, 8(2), 147-171. doi:10.1080/19322909.2014.903709 Abstract Objective – This study compares two versions of an online information literacy tutorial – one built with Springshare’s LibGuides and one built as a series of web pages – in order to determine if either platform provides a pedagogical advantage in delivering online instruction. Design – Experimental, posttest only. Setting – Large, public, primarily undergraduate four-year university in the Western United States of America with 16,000 full time equivalent student enrollment. Subjects – The sample consists of 812 students enrolled in 25 sections of a 100-level Communications Studies course. Of those students, 89 responded to the study’s posttest survey (11% response rate). Of the 89 respondents, 53 viewed the LibGuide tutorial: 12 respondents were male, 33 respondents were female, and 8 respondents did not report their gender. Of the 53 LibGuide participants, 47 responded to other demographic questions, and were primarily 18-20 years old (94%), first-year students (79%), and non-Communication Studies majors (91%). The remaining 36 respondents viewed the web page tutorial: 7 respondents were male, 25 respondents were female, and 4 did not report their gender. Of the 32 respondents that provided demographic information, all participants were 18-20 years old, 31 of 32 were first-year students, and the majority were non-Communication Studies majors (78%). Methods – Students completed an online tutorial designed to teach them information literacy skills necessary to find resources for a class debate. Each section was randomly assigned to one of two information literacy tutorials: 12 sections viewed a tutorial built with LibGuides and 13 sections viewed a web page tutorial. The two tutorials included identical instructional content and worksheet. Each of the tutorials’ six sections were tied to the ACRL Information Literacy Competency Standards for Higher Education. A seventh section in both tutorials administered a voluntary survey. Six knowledge-based survey questions tested students’ abilities on the six skills covered in the tutorials. Three affective questions asked students to use a four-point Likert scale to report ease (1 = very easy, 4 = very difficult), clarity (1 = very clear, 4 = very unclear), and convenience (1 = very convenient, 4 = very inconvenient) of six research skills, including: identifying keywords and main concepts in a topic, identifying scholarly versus non-scholarly sources, finding relevant scholarly articles, locating a book’s call number in the library catalog and on the shelf, finding newspaper articles, and constructing an annotated bibliography. Two affective survey questions asked students to use a four-point Likert scale (1 = very significant increase, 4 = no increase) to rate the impact the tutorial had on their knowledge of and satisfaction with using the library in each of the six areas of research. Main Results – The overall response patterns for the six information literacy knowledge-based questions were similar for both groups. Students who viewed the LibGuides tutorial performed better than the web page group on four of the six knowledge-based questions. The web page group performed better than the LibGuides group on two of the six knowledge-based questions. Across the board, students performed poorly on the first question, which measured students’ abilities to form a search string (39.2% correct in the LibGuides group; 25.7% correct in the web page group), and on the fifth question which asked students to identify the best source of current information from a list of resources (32% correct in the LibGuides group; 17% correct in the web page group). Response means on the first three affective questions indicate that students in both groups found searching for relevant scholarly articles and constructing an annotated bibliography to be more difficult than the other four skills. Additionally, students in the LibGuide group reported slightly higher means than the web page group concerning the clarity of finding newspaper articles, and were therefore less clear on the task. Students in the web page group reported slightly higher means than the LibGuide group when reporting the convenience of constructing an annotated bibliography, suggesting they found creating a bibliography more inconvenient. Students in both groups also responded similarly to the final two affective questions measuring the perceived impact the tutorial had on their knowledge of and satisfaction with using library resources.

scholarly journals Undergraduate Students’ Research and Information Skills Continue to Change in their Second Year

2017 ◽  
Vol 12 (1) ◽  
pp. 116
Author(s):  
Kimberly Miller
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Female Students ◽  
Male Students ◽  
First Year ◽  
Research Projects ◽  
First Year Students ◽  
Library Resources ◽  
Second Year ◽  
Depth Interviews

A Review of: Hulseberg, A., & Twait, M. (2016). Sophomores speaking: An exploratory study of student research practices. College & Undergraduate Libraries, 23(2), 130-150. http://dx.doi.org/10.1080/10691316.2014.981907 Abstract Objective – To understand sophomore undergraduate students’ research practices. Design – Mixed methods online survey and participant interviews. Setting – A small liberal arts college in the Midwestern United States of America. Subjects – The sample consisted of 660 second-year students; 139 students responded to the survey (21% response rate). In-depth interviews were conducted with 13 of the 139 survey respondents. Methods – A 13-item survey was emailed to sophomore students during October 2012. To analyze the results, the authors and a library student intern developed a coding scheme to apply to open-ended survey questions. Survey respondents could also volunteer for in-depth interviews. A total of 50 survey respondents volunteered, and 14 were invited for in-depth interviews between December 2012 and January 2013. The interview protocol included open-ended questions about students’ research experiences. Students were also asked to identify and discuss one recent research project. Interviews were audio and video recorded; data from one interview was lost due to technology failure, resulting in data analysis of 13 interviews. Interview transcripts were coded by an anthropology doctoral student, the study authors, and a library student assistant. Main Results – The survey found that students completed fewer research projects and used fewer library resources as sophomores than they did as first-year students. For example, only 4.9% (n=7) of students reported completing zero research assignments in their first year, compared with 34.5% (n=48) in their second year. When asked if there were library resources or skills they wanted to know about sooner in their academic career, students’ top reply was “Nothing” (34.5%, n=48), followed by “Navigating the physical space” (15.8%, n=22), “Librarians/staff & reference desk” (11.5%, n=16), and “Effective searching & evaluating sources” (10.8%, n=15). Male and female students’ responses differed, with male students less likely overall to express interest in library resources. While 42.4% (n=59) of students replied that they would consult with a librarian for help with their research projects, this option ranked third after professors (83.5%, n=116) and peers (70.5%, n=98). Again, responses varied by gender, with female students (49.5%, n=49) more likely than male students (26.3%, n=10) to contact a librarian about a research project. Most interview participants replied that searching online, including library resources, was their research starting point. Students most often selected research topics, based on their interest, from a professor-approved list. Students identified “relevant content, familiarity . . . , and credibility” (p. 138) as important source evaluation characteristics. The majority of students also used library information sources in their research, including databases, research guides, and the catalogue. Students most often mentioned struggling with “finding sources/identifying keywords” (n=6) and “finding known items” (n=6). Unlike survey respondents, interview participants unanimously reported consulting with a librarian. Most students (n=11) received library instruction as first-year students, and some suggested that this instruction helped them feel comfortable asking for help. Finally, most students felt that their research habits improved from their first year to their second year, specifically with regards to “their research technique, improved confidence . . . and an expanded source horizon” (p. 143). Conclusion – The authors recommend continuing strong information literacy support to first-year students, as well as working with faculty members and other campus partners to promote reference services to sophomores. When compared to previous research, the current study reports a higher percentage of students seeking librarian assistance; however, because some students also reported confusion about when and how to ask for help, further analysis could explore how reference librarians capitalize on peer and faculty “referral networks” (p. 145). Finding that students face significant challenges early in the research process was consistent with previous research, and future study might reveal more about this specific phenomenon in sophomores. Interviews should also be extended to include students who are non-library users. Finally, the authors suggest that the findings provide no evidence of a “sophomore information literacy slump” (p. 146).

scholarly journals Faculty perceptions of teaching information literacy to first-year students: A phenomenographic study

2017 ◽  
Vol 51 (2) ◽  
pp. 545-560 ◽  
Author(s):  
Lorna Dawes
Keyword(s):  
Information Literacy ◽  
Research University ◽  
Faculty Perceptions ◽  
Information Use ◽  
First Year ◽  
Structured Interviews ◽  
First Year Students ◽  
Information Behaviors ◽  
Perceptions Of Teaching ◽  
Teaching Information

This study examines faculty perceptions of teaching information literacy and explores the influence of these perceptions on pedagogy. The study adopted an inductive phenomenographic approach, using 24 semi-structured interviews with faculty teaching first-year courses at an American public research university. The results of the study reveal four qualitative ways in which faculty experience teaching information use to first year students that vary within three themes of expanding awareness. The resulting outcome space revealed that faculty had two distinct conceptions of teaching information literacy: (1) Teaching to produce experienced consumers of information, and (2) Teaching to cultivate intelligent participants in discourse communities. When information experiences are intentional, and involve using and teaching information use while learning the discipline content, this becomes “informed learning”, which is a pedagogical construct developed by Christine Bruce (Bruce and Hughes, 2010) that involves experiencing information in new ways while learning disciplinary information behaviors and content. This study gives new insight into the nature of this “informed learning” in first-year college courses and reveals that faculty create cultures of inquiry in their classes and, in so doing, treat information literacy as central to their disciplines. In addition to providing a more substantial understanding of faculty perceptions of teaching information use, the study indicates that the new ACRL Framework for Information Literacy and the changes to SCONUL Framework reflect an approach to teaching information literacy that will be welcomed in the college classroom.

scholarly journals Beginning Student Teachers’ Professional Identity

2021 ◽  
Vol 14 (1) ◽  
pp. 151-164
Author(s):  
Gregor STEINBEIß
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Student Teachers ◽  
Teacher Identity ◽  
Working Environment ◽  
First Year ◽  
First Year Students ◽  
Ideal Teacher ◽  
Knowledge Based ◽  
Teacher Students

Abstract: This article investigates teachers’ professional identity of beginning first-year students through their beliefs about being a teacher. The presented study focuses on Austrian teacher students’ (N=18) conceptions of becoming a professional; what convictions student teachers reflect on, which professional identity emerges and what synthesis of a professional teacher identity position can be portrayed at the beginning of teacher education. Through inductively driven content analysis all statements (N=401) have been combined, and a unified synthesis of a beginning student teachers’ professional identity was formed. Three main categories were found: the “ideal” teacher, “good” teaching, and the “optimal” working environment. The results showed a highly idealistic view of being a teacher. The majority of statements referred to teaching from a pupil-centered perspective by strongly emphasising personality traits, student-teacher relationships, and teachers’ professional knowledge. Based on the results, the role of professional identity in Austrian’s teacher education is discussed, and further implementations in research are recommended.

scholarly journals The Influence of Teaching Vocabulary by Using Picture

2016 ◽  
Vol 1 (2) ◽  
pp. 159
Author(s):  
Hanik Nuzulimah
Keyword(s):  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Post Test ◽  
The Subject ◽  
And Control ◽  
Data Analysis Result ◽  
Experimental Group ◽  
Better Than

This paper attempts to explore whether there is significant difference of achievement in vocabulary between students taught by using pictures and those are not. The subject of this study is the first year students of SLTP Muhammadiyah Simo Susukan, Semarang where the sample contains 50 students that is divided into experimental group (with treatment) and control group (without treatment). The data is gathered from participants’ score obtained from pre test and post test. Using t test as technique of data analysis, result shows that students taught by using pictures perform better than those are not. It means that there is significant difference between the two groups. Keywords: Vocabulary Teaching; Picture

scholarly journals Assessing the Scope and Feasibility of First-Year Students’ Research Paper Topics

2017 ◽  
Vol 77 (6) ◽  
Author(s):  
Erin Rinto ◽  
Melissa Bowles-Terry ◽  
Ariel J. Santos
Keyword(s):  
Content Analysis ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Textual Analysis ◽  
Research Paper ◽  
First Year ◽  
Research Topics ◽  
First Year Students ◽  
Analysis Methodology ◽  
New Information

This study applied a content analysis methodology in two ways to evaluate first-year students’ research topics: a rubric to examine proposed topics in terms of scope, development, and the “researchability” of the topic, as well as textual analysis, using ATLAS.ti, to provide an overview of the types of subjects students select for a persuasive research essay. Results indicated that students struggle with defining an appropriate and feasible focus for their topics and that they often select topics related to education, health, and the environment. These findings were used to implement a new information literacy instruction model that better supports student topic development.

Information Literacy Education for First-Year Composition Students

2018 ◽  
pp. 85-121 ◽  
Author(s):  
Monica D. T. Rysavy ◽  
Russell Michalak ◽  
Kevin Hunt
Keyword(s):  
Information Literacy ◽  
Business Students ◽  
Literacy Skills ◽  
First Year ◽  
Literacy Assessment ◽  
First Year Students ◽  
Composition Students ◽  
First Year Composition ◽  
Composition Course ◽  
International Graduate

This chapter describes how the researchers at a small private Master's level college examined how different delivery modes—face-to-face (F2F), hybrid, and online instruction—may impact first-year students' perceptions of their information literacy (IL) skills compared to their test-assessed information literacy skills using the students perception of information literacy-questionnaire (SPIL-Q) and information literacy assessment (ILA) instruments. These instruments were developed and deployed to international graduate business students in two previous studies: Michalak and Rysavy and Michalak, Rysavy, and Wessel. The students (n=161) in this study were enrolled in a first-year English composition course in the Spring 2017 semester. This iteration achieved an overall response rate of 87.04% (n=141). Overall, results demonstrated the greatest achievement were demonstrated by students in hybrid course sections.

Monitoring Students´ Knowledge of Mathematics in the Siberian Branch of Ranepa

10.12737/5738 ◽  
2014 ◽  
Vol 2 (5) ◽  
pp. 29-33
Author(s):  
������� ◽  
Elena Kolyman ◽  
��������� ◽  
Evgeniy Rapotsevich
Keyword(s):  
Public Administration ◽  
National Economy ◽  
First Year ◽  
Degree Programs ◽  
Test Results ◽  
First Year Students ◽  
Siberian Branch ◽  
Knowledge Based ◽  
Entrance Test ◽  
State Examination

This paper considers theconcept of qualityeducationand modern ways ofitsdiagnosis,such asthe Unified State Examination (GPA) and the FederalInternet- based Exam in vocational education. The dynamics of the GPA on mathematics in Russia and Novosibirsk Region during last two years are analyzedin order to estimate the effectiveness of using GPA as a knowledge quality indicator.The paper delivers results of assessment of residual school mathematical knowledge based on the entrance test results among incoming first-year students (specialties: Public and Municipal Administration, Human Resource Management) of Siberian Branch of the Russian Presidential Academy of National Economy and Public Administration (Siberian Branch of RANEPA). Empirical material of the main sections of school Mathematics is provided and the correlation between the entrance test results and the results of the Unified State Examination is assessed. The conclusion is drawn that the results of the Unified State Examination arenot objective indicators of the incoming first-year students� knowledge of Maths. It is shownthat the FederalInternet-based Examin vocational educationhasa number of disadvantages, removal of whichwill affect itsobjectivity. The authors discussandanalyze the results ofthe FederalInternet-based Exam on Mathematics of studentsof Siberian Branch of the Russian Presidential Academy of National Economy and Public Administration (Siberian Branch of RANEPA). The hypothesis regarding possible reasons of current situation is put forward and steps to be taken for improving student assimilation of Mathematics and Natural Science of Bachelor�s Degree programs are described.

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