A comparative study of three teaching methods on student information literacy in stand-alone credit-bearing university courses

Dolničar, Danica; Podgornik, Bojana Boh; Bartol, Tomaž

doi:10.1177/0165551516655084

Cited by 17 publications

(18 citation statements)

References 31 publications

(49 reference statements)

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“…Therefore, librarians must embrace digital devices as cost effective, powerful classroom tools. Instruction services librarians may take advantage of these free resources to provide efficient, active instruction to promote deep learning (Dolničar, Podgornik, & Bartol, 2017).…”

Section: It's Universal: Librarians Student Digital Devices and Universal Design Create A Winning Combination For A New Era Catherine Balmentioning

confidence: 99%

Four Passages to Information Use Related Phenomena in Bachelor Theses at the Finnish Universities of Applied Sciences

Kämäräinen¹,

Mönkkönen

Saarti

2019

Communications in Computer and Information Science

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This year the theme is information literacy and related phenomena in different arenas of people's everyday life. This is a research area whose body of studies is still quite limited. The presentations will increase our understanding of information literacy in terms of conceptual and methodological development and application in professional practice that aims to enhance learning, coaching, and teaching. They may inspire us towards novel approaches for getting hold of the phenomena in different everyday life environments and contexts. This year we had the total of 234 original initially submitted proposals, of which 180 were finally accepted for presentation and are thus included in this Book of Abstracts. The major part of the presentations is formed by papers, 98 in total. We have 38 presentations of best practices, seven workshops, 19 posters, 11 PechaKucha presentations, and three doctoral students' papers. We have three distinguished Keynote Speakers from the broad field of information sciences. Frans Mäyrä has investigated games and digital cultures for more than 20 years, Karen Fisher's research interests are in refugees' information behaviour and people's experiences of information in their everyday life, and Peter Bath is an expert of health informatics and sharing of information in online environments. Our Invited Speaker, Kristiina Kumpulainen from educational sciences, has studied young children's learning, development and wellbeing in formal education and beyond, as well as multiliteracies, dialogic learning, agency and identity, and teachers' professional development. All these 180 presentations of ECIL 2018 will provide us an opportunity to deepen our professional competence and widen our views of information literacy and related issues when the context is familiar to all of us, but the studies of these phenomena are rather rare.It is delightful to tell you that this year Finnish National Commission for UNESCO is a patron of ECIL along with IFLA's permanent patronage. ECIL's sponsors are the City of Oulu, the Finnish Library Association FLA, the Finnish Research Library Association, the AMKIT Universities of Applied Sciences Libraries in Finland, the Librarians' Foundation, and the Federation of Finnish Learned Societies. Furthermore, the Finnish Association for Information Studies is in charge of the Doctoral Forum that is organized with the support from the Finnish Association of Scholarly Publishing. Moreover, besides providing working hours, our Department of Information and Communication Studies has financially contributed in organizing ECIL 2018. We would like to thank all these bodies for their valuable support.Most of all, we are grateful to the initiators and pioneers of ECIL, Serap Kurbanoglu and Sonja Špiranec, for providing us this possibility to organize ECIL in Oulu. We also thank Joumana Boustany for her expertise with the finances and the conference management system, and Denis Kos for his support. In addition, ECIL would not take place without the Standing and Programme Committees' ...

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Section: It's Universal: Librarians Student Digital Devices and Universal Design Create A Winning Combination For A New Era Catherine Balmentioning

confidence: 99%

Four Passages to Information Use Related Phenomena in Bachelor Theses at the Finnish Universities of Applied Sciences

Kämäräinen¹,

Mönkkönen

Saarti

2019

Communications in Computer and Information Science

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“…Porter et al (2010) add that it is necessary to provide authentic learning opportunities for first-year biology students by exploring science as a process, so students may turn into information literates. Information literacy can be developed using appropriate learning models/strategies/methods (Dolničar, Podgornik, & Bartol, 2017;Dunne, Dunne, & Sheridan, 2012;Genlott & Grönlund, 2013;Hulett et al, 2013;Karimi, Ashrafi-Rizi, Papi, Shahrzadi, & Hassanzadeh, 2015). One learning model that can improve skills information literacy is Project-Based Learning (PjBL) (Chu, Tse, & Chow, 2011;Eliana, Senam, Wilujeng, & Jumadi, 2016;Saliba, Mussleman, Fernandes, & Bendriss, 2017).…”

Section: Introductionmentioning

confidence: 99%

Information literacy skill: An alternative to support biology student’s learning outcomes

Saptasari¹,

Sunarmi²,

Sulasmi³

et al. 2019

JPBI

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Information literacy is a fundamental aspect to ease students in encompassing the knowledge-making process as well as empowering their capacity in using and creating various information and knowledge products. The purpose of this study was to determine the effect of integrating information literacy rubric with Project-Based Learning on students’ learning outcomes in Structure of Plant Development course. This quasi-experimental research used a non-randomized pretest-posttest control group design. The population in this study was the all biology department undergraduate students at the Universitas Negeri Malang in 2018/2019 academic year. The sample consisted of 120 students which were divided into two groups (control and experiment). The data gained was analyzed using one-way ANCOVA. The results showed that Project-Based Learning which was integrated with information literacy rubric had a significant impact on biology students’ learning outcomes. Based on the findings, it is suggested that educators should provide a proper strategy as an effort to support their students’ learning outcomes.

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“…Enferm. UFSM, Santa Maria, v10, p. [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18]2020 Resumen: Objetivo: Verificar la efectividad de la articulación de métodos de enseñanza tradicionales y activos para desarrollar el conocimiento de los estudiantes de enfermería sobre la sepsis. Método: estudio cuasi-experimental, transversal, antes y después realizado con 27 estudiantes de enfermería a través de un taller de sepsis.…”

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“…1 A preferência por mecanismos exclusivamente tradicionais para promover o aprendizado em saúde como as palestras frequentemente adotadas como modalidade de ensino, pode tornálo pouco atrativo, não eficiente e desgastante para os estudantes, o que impacta negativamente na prática clínica por dificultar a compreensão da relação da teoria aprendida com as vivencias almejadas. 2 Desta forma, uma variedade de inclusões, alterações e novas tendências relacionadas ao processo de ensino e aprendizagem em saúde, apontam diretamente para necessidade da adoção de estratégias que sejam inovadoras e capazes de motivar os estudantes, melhorando seus resultados de aprendizagem. 3 Na intencionalidade de promover o desenvolvimento e retenção de conhecimento, especificamente no âmbito da enfermagem e em contraposição ao método tradicional em que o estudante possui uma postura passiva para receber o aprendizado evidenciado, geralmente na modalidade de palestras, a utilização de metodologia ativa de ensino propõe o movimento 3 | Silva DO, Silva IKT, Palmieri LS, Pires FC, Nascimento Rev.…”

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Estratégias de ensino para a aprendizagem sobre sepse

Silva

Palmieri

et al. 2020

Rev Enferm UFSM

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Objetivo: verificar a efetividade da articulação de métodos tradicionais e ativos de ensino para desenvolver conhecimento de estudantes de enfermagem sobre sepse. Método: estudo quase experimental, transversal, do tipo antes e depois, realizado com 27 estudantes de enfermagem por meio de um workshop sobre sepse. Houve aplicação de 5 estratégias de ensino: palestra expositiva, paródia sobre sepse, debate entre equipes, jogo da memória e estudo de caso, seguidas de teste cognitivo. Após 3 meses, ocorreu nova aplicação do teste cognitivo. Resultados: constatou-se aumento da média de acertos no pós-teste imediato com significância estatística (p 0,001). Três meses após, a média de acertos foi próxima ao teste anteriormente realizado, porém, não houve relevância significativa (p0,05) para retenção do conhecimento. Conclusão: a articulação de métodos tradicionais e ativos de aprendizagem provocam desenvolvimento de conhecimento sobre a sepse.

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A comparative study of three teaching methods on student information literacy in stand-alone credit-bearing university courses

Cited by 17 publications

References 31 publications

Four Passages to Information Use Related Phenomena in Bachelor Theses at the Finnish Universities of Applied Sciences

Four Passages to Information Use Related Phenomena in Bachelor Theses at the Finnish Universities of Applied Sciences

Information literacy skill: An alternative to support biology student’s learning outcomes

Estratégias de ensino para a aprendizagem sobre sepse

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