Assessing Information Literacy Instruction in the Basic Communication Course

Meyer, Kevin R.; Hunt, Stephen; Hopper, K. Megan; Thakkar, Kashmira V.; Tsoubakopoulos, Vicky; Hoose, Kaylee J. Van

doi:10.1080/17404620801926925

Cited by 28 publications

(26 citation statements)

References 14 publications

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“…Evidence of student progress is expected to be documented and distributed (Engstrom, 2005;Meyer, et. al, 2008;Reeves, 2002;Whittaker & Young, 2002).…”

Section: Performance Assessment and Technologymentioning

confidence: 99%

Assessing NETS • T Performance in Teacher Candidates

Banister

Reinhart

2012

Journal of Digital Learning in Teacher Education

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To eflectively integrate digital technologies in K-12 schools, teachers must be provided wii?~ undergraduate experiences thnt strongly support these integration i=-esources and strategies. ?he NatZonul Educational Technology Standards-fo;. Teachers (NETS. T ) provide a framework for teacher candidates ~n d inservice teachers to identify their accomplishments in this realm. Using the NETSOT to deliver undergraduate teacher education curriculum, and requiring teacher candidatzs to document their abilities related to the XETSoT can support meaningful development for the candidates. ?his study examines the use of the M.'a~$nd Teacher Assessment as a too! for determining the proficiencies of teacher candidates in their final year of' preparation in relationship to the InJETSoT. (Keywords: assessment ISTE NETSOT, teacher candidate, tzchnology, Wayfind Teacher Assessment) e International Society for Technology in Education (ISTE, 20 12)-r' asserts that preservice teachers must complete a sequence of experiences that develop an in-depth understanding of how technology can be used as a tool in teaching and learning. In addition, teacher cacdidates must see technology modeled b:,~ faculty in their university classes and in field placements. However, research hrs fclund that most faculty lack the shlls and knowledge to model technology use and/or teach their students how to effeztively infuse technology into Savilla Banister

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“…Evidence of student progress is expected to be documented and distributed (Engstrom, 2005;Meyer, et. al, 2008;Reeves, 2002;Whittaker & Young, 2002).…”

Section: Performance Assessment and Technologymentioning

confidence: 99%

Assessing NETS • T Performance in Teacher Candidates

Banister

Reinhart

2012

Journal of Digital Learning in Teacher Education

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“…Inclusion and exposure to cross‐disciplinary lectures and library resources on campus may assist with expanding student exposure and improving information literacy. In a study incorporating information literacy using a pre‐/posttest control/experimental model, the experimental students received more contact with librarians, lectures with librarians, and research log assignments, which improved their information literacy scores on the post‐test except in the ability to locate research (Meyer and others ). In addition, libraries should increase their information literacy programs due to finding that students lack information proficiency (Smith and others ; Shorish, ).…”

Section: Resultsmentioning

confidence: 99%

“…Information can be obtained from peer‐reviewed evidence‐based research articles, internet sources, news, books, and social media. However, the internet is most accessible and can host information from those with a variety of backgrounds, from field experts to those without qualified experience (Stern ; Meyer and others ). The common pitfall of the internet is how to assess and determine relevant information from superficial and unsupported misinformation (Meyer and others ).…”

Section: Introductionmentioning

confidence: 99%

“…However, the internet is most accessible and can host information from those with a variety of backgrounds, from field experts to those without qualified experience (Stern ; Meyer and others ). The common pitfall of the internet is how to assess and determine relevant information from superficial and unsupported misinformation (Meyer and others ). Most students do not have the skills to authenticate available sources, nor differentiate between them without training (Phillips and Kearley ).…”

Section: Introductionmentioning

confidence: 99%

“…Most students do not have the skills to authenticate available sources, nor differentiate between them without training (Phillips and Kearley ). By definition, information literacy is the “students’ ability to find, analyze, and synthesize information” (Meyer and others ; Association of College and Research Libraries (ACRL ) and may include assessing credibility, ethics, citing reliable data, and by association, the development of critical thinking skills (Stern ; Eisenberg and others ). Furthermore, information literacy can extend to “new genres of information delivery, be they blogs, social networking Web sites, or the search engines and search tools” (Cowan ).…”

Section: Introductionmentioning

confidence: 99%

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Incorporation of Cross‐Disciplinary Teaching and a Wiki Research Project to Engage Undergraduate Students’ to Develop Information Literacy, Critical Thinking, and Communication Skills

Crist

Duncan

Bianchi

2017

J of Food Science Edu

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A Wiki research project was created in the Functional Foods for Health (FST/HNFE 2544) as an instructional tool and assignment for improving undergraduate students' proficiency in evaluating appropriate information sources for rapidly evolving science and research. The project design targeted improving students' information literacy skills including how students obtain, discern relevant and reliable scientific information from propaganda, critique information, and communicate scientific language. In addition to the Wiki research project, guest experts in political science, statistics, and human nutrition discussed their expertise as related to functional foods to the class. A reviewer rubric was developed to evaluate and compare Wiki project assignments from the Fall 2013 course (experimental; cross-disciplinary topics) with the previous course offering (control, Fall 2012; no cross-disciplinary lectures) to establish a directionality of academic performance change between the 2 course years. Eight rubric criteria were categorized as critical thinking, cross-discipline, and communication (scoring: 1 [lowest] and 3 [highest]). We observed that the critical thinking criteria (n = 5) had improved scores (P < 0.05) from Fall 2012 to Fall 2013. Cross-discipline criteria (n = 2) had one categorical improvement (P < 0.05) but one category did not have improved scores (P > 0.05) in the experimental year (Fall 2013) despite the multidiscipline guest lectures. This educational intervention provides value to instructors for incorporating critical thinking, information literacy, and communication assignments that encourage skill development and practice to improve student proficiency. Students felt their skills and knowledge increased based on this project. This manuscript provides assignment guidelines and teaching techniques used to assist in development and improvement of students' critical thinking skills, communication, and information literacy.

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The future of information literacy instruction

Walsh¹

2011

Information Literacy Instruction

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Assessing Information Literacy Instruction in the Basic Communication Course

Cited by 28 publications

References 14 publications

Assessing NETS • T Performance in Teacher Candidates

Assessing NETS • T Performance in Teacher Candidates

Incorporation of Cross‐Disciplinary Teaching and a Wiki Research Project to Engage Undergraduate Students’ to Develop Information Literacy, Critical Thinking, and Communication Skills

The future of information literacy instruction

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