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 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.

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.

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.

A Longitudinal Analysis of Information Literacy Instruction in Canadian Academic Libraries

2013 ◽  
Author(s):  
Heidi Julien
Keyword(s):  
Longitudinal Study ◽  
Information Literacy ◽  
National Survey ◽  
Longitudinal Analysis ◽  
Academic Libraries ◽  
Literacy Instruction ◽  
The Third ◽  
Information Literacy Instruction ◽  
Étude Longitudinale ◽  
Etude Longitudinale

This paper reports a longitudinal study of information literacy instruction (ILI) in Canadian academic libraries, focusing on how instruction is organized, delivered, and evaluated. Results of the third national survey (1995, 2000, and 2005) of ILI are detailed. This research is intended to increase understanding of and to improve ILI.Cet article présente une étude longitudinale sur la formation en recherche d’information (FRI) dans les bibliothèques universitaires canadiennes et est axé sur la manière dont la formation est organisée, offerte et évaluée. Les résultats du troisième sondage national (1995, 2000, 2005) de la FRI sont présentés en détail. Cette recherche est destinée à améliorer la compréhension de la FRI dans le but de son amélioration. 

scholarly journals Course-Integrated Information Literacy Instruction in Introduction to Accounting

2011 ◽  
Vol 16 (4) ◽  
pp. 326-347 ◽  
Author(s):  
Anne S. Kelly ◽  
Teresa D. Williams ◽  
Brad Matthies ◽  
J. Burdeane Orris
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Information Literacy Instruction ◽  
Integrated Information

scholarly journals Jacobson and Truax Method: evaluation of the clinical effectiveness of a home care program after prostatectomy

2018 ◽  
Vol 26 (0) ◽  
Author(s):  
Luciana Regina Ferreira Pereira da Mata ◽  
Mariana Ferreira Vaz Gontijo Bernardes ◽  
Cissa Azevedo ◽  
Tânia Couto Machado Chianca ◽  
Maria da Graça Pereira ◽  
...  
Keyword(s):  
Radical Prostatectomy ◽  
Home Care ◽  
Clinical Significance ◽  
Statistical Significance ◽  
Intervention Group ◽  
Nursing Intervention ◽  
Telephone Counseling ◽  
Control Group ◽  
Teaching Program ◽  
Knowledge Variable

ABSTRACT Objective: to exemplify the applicability of the Jacobson and Truax Method in a nursing intervention study that analyzed the effectiveness of a home care teaching program after radical prostatectomy. Method: this is a descriptive study concerning the applicability of the Jacobson and Truax Method in the data analysis of a clinical trial. The intervention consisted of a teaching program for hospital discharge after radical prostatectomy through oral guidance, writing, and telephonic reinforcement. Thirty-four men participated in the intervention group and 34 men participated in the control group. A reliable index of change and clinical significance was calculated for the knowledge variable in both groups. Scatterplots were presented to demonstrate the effectiveness of the method. Results: for 30 individuals in the intervention group, the intervention presented clinically relevant change than in knowledge. In the control group, none of the 34 individuals presented clinical significance of the results related to this variable, that is, the statistical significance identified by the inferential tests did not have clinically relevant changes in the knowledge variable. Conclusion: the educational intervention carried out through the combination of oral, written and telephone counseling was shown to be clinically effective in improving knowledge about home care.

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