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.

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.

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

scholarly journals Level of Learning Assessed through Written Examinations in Social Science Courses in Tertiary Education: A Study from Bangladesh

2019 ◽  
Vol 14 (01) ◽  
pp. 09-14
Author(s):  
Bentul Mawa ◽  
M. Mojammel Haque ◽  
M. Mojammel Haque ◽  
M. Mozahar Ali
Keyword(s):  
Social Science ◽  
Learning Outcomes ◽  
Tertiary Education ◽  
Cognitive Learning ◽  
Higher Order ◽  
Analysis Method ◽  
Science Courses ◽  
Content Analysis Method ◽  
Increasing Trend ◽  
Higher Order Learning

This paper examines students’ cognitive learning outcomes assessed through semester final written examinations in Social Science Courses intertiary level education. The study used a content analysis method to analyze 125-semester final written exam papers (tests) of 52 courses of B.Sc.Ag Econ. (Hons) degree program of Bangladesh Agricultural University. The study revealed that written exam papers mostly cover ‘remember'and ‘understanding' (18% and 60%) level of learning while ‘apply-analyze-evaluate and create' levels cover only 22 percent. Year-wise change inlower-order learning assessed (remember) showed a slightly decreasing trend while others showed an increasing trend to adjust that change.Level-wise (L1 to L4) increasing trend in order was observed only for ‘understanding' while all others showed no definite change pattern. Thestudy concludes that the assessment occurs mainly at lower order learning, and it does not progress with the level of studies (L1 to L4). Theexisting written exam strategy is not suitable to assess higher-order learning to satisfy ‘critical thinking and decision making' outcome so thatstudents become better equipped for the existing job market and the rapid changing world. The program requires changing its assessmentstrategy to ensure higher-order learning.Journal of Teacher Education and Research (2019). DOI: 10.36268/JTER/1413

scholarly journals Using Wikipedia for project-based learning in information literacy instruction

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Shonn M. Haren ◽  
Erika DeJonghe ◽  
Paul Hottinger ◽  
Sally Romero
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Information Sources ◽  
Project Based Learning ◽  
Final Project ◽  
Information Literacy Instruction ◽  
Online Tutorials ◽  
Online Source ◽  
Literacy Course ◽  
Ambiguous Position

Wikipedia holds an ambiguous position in information literacy instruction. Long the go-to example of an untrustworthy online source to avoid, librarians are increasingly using it to illustrate the application of a variety of information literacy concepts. Beginning in Fall 2017, students enrolled in a credit-bearing information literacy course at Cal Poly Pomona were given as a final project, a Wikipedia stub (a basic, incomplete article) and assigned to apply the concepts they had been taught throughout the semester to add information, sources and images, in order to “improve” it. This paper discusses the incorporation of Wikipedia into a credit-bearing course as a form of project-based learning, the development of the course final over several quarters/semesters of class, the benefits and drawbacks of the use of online tutorials and observation of the results of student engagement with the assignment.

Sign in / Sign up

Export Citation Format

Share Document