Beyond Embedded: Creating an Online-Learning Community Integrating Information Literacy and Composition Courses

Burgoyne, Mary Beth; Chuppa-Cornell, Kim

doi:10.1016/j.acalib.2015.05.005

Cited by 17 publications

(6 citation statements)

References 16 publications

(9 reference statements)

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“…One of the main challenges in IL teaching is keeping students engaged. Whilst librarians are continually working with academic departments to ensure that IL teaching is fully integrated within the curriculum (Burgoyne & Chuppa-Cornell, 2015;Clairoux, Desbiens, Clar, Dupont, & St-Jean, 2013;Kavanagh, 2011;Moore, Black, Glackin, Ruppel, & Watson, 2015;Mullins, 2014;Rae & Hunn, 2015), this is still not universally the case. This means that IL teaching is often seen as an add-on (Ross & Furno, 2011) and can be viewed by students as peripheral to their main course of study.…”

Section: Active Learningmentioning

confidence: 99%

Using audience response systems to enhance student engagement and learning in information literacy teaching

Funnell

2017

JIL

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One of the key challenges in Information Literacy (IL) teaching in higher education is ensuring student engagement. As such, active learning approaches are encouraged in order to maximise student participation and interaction with the teaching. The use of audience response systems (ARSs) is one active learning approach which is being used increasingly in IL teaching. The purpose of this study is to investigate the effectiveness of ARSs in terms of increased engagement and student learning. Previous research has explored the use of ARSs as an active learning approach in comparison to traditional lectures, but this study aims to specifically examine the effectiveness of these tools as part of an active learning pedagogy. Most existing studies have looked at a single ARS, usually clickers. With an increase in availability and functionality of online tools, and discussions at a university level about moving to a single system which makes use of students’ own devices, this study also aims to compare the effectiveness of clickers and online ARSs. A controlled study was carried out on two cohorts of medical students at Queen Mary University of London comparing the use of clickers, online response tools, or a mixture of the two, to teaching without ARSs. Class observation and student evaluation were used to measure student engagement, and quizzes and student confidence levels to measure student learning. Results of the study showed that ARSs, when used as part of an active learning pedagogy, are an effective tool in terms of increasing student engagement, and have a generally positive impact on student learning, with online tools being slightly more effective than clickers. The study provides evidence which can be used by IL practitioners to help integrate ARSs into their teaching as well as inform institutional decisions on the use of these tools.

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Section: Active Learningmentioning

confidence: 99%

Using audience response systems to enhance student engagement and learning in information literacy teaching

Funnell

2017

JIL

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“…Thus, librarians need to review how they should put the digital magazines in their subscription portfolio to satisfy diversified readers' needs of their institution in this mobile computing era (Burgoyne & Chuppa-Cornell, 2015;Nzivo & Chen, 2013;Ko, Chiu, Lo, & Ho, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Why read it on your mobile device? Change in reading habit of electronic magazines for university students

Wang

Chiu

et al. 2016

The Journal of Academic Librarianship

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Magazines, often published periodically with a variety of contents, have long been successful in catering to magazine readers' various content needs and reading interests. In recent years, interactive digital magazines instead of replicas of printed magazines, based on digital devices have been gaining popularity and preference due to its unrivaled convenience and interactivity. To some extent, many people's magazine-reading habits have been changed due to their adoption of mobile digital devices. This study is designed to analyze mobile digital devices' influence on magazine reading habits amongst university students in Hong Kong. Issues such as mobile digital devices' level of adoption amongst university students and their preferences on devices for different magazine types are analyzed. Our findings show that university students in Hong Kong read more types of magazines after they started to use mobile digital devices, mainly using tablets. The findings of the study are useful for librarians (academic librarians in particular) and digital publishing vendors to explore the issues concerning services and collection development of interactive digital resources.

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“…In addition to embedding information literacy in a formal curriculum, some studies (Burgoyne & Chuppa-Cornell, 2015;Lebbin, 2005) have noted the value of forming a learning community to develop information literacy skills. Learning communities help to build connections between disciplines by developing interrelated common curricula.…”

Section: Information Literacy Learning Communitymentioning

confidence: 99%

One Plus One is Greater than Two: Faculty-Librarian Collaboration for Developing Information Literacy in Higher Education

Tang¹

2020

ijl

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Beyond Embedded: Creating an Online-Learning Community Integrating Information Literacy and Composition Courses

Cited by 17 publications

References 16 publications

Using audience response systems to enhance student engagement and learning in information literacy teaching

Using audience response systems to enhance student engagement and learning in information literacy teaching

Why read it on your mobile device? Change in reading habit of electronic magazines for university students

One Plus One is Greater than Two: Faculty-Librarian Collaboration for Developing Information Literacy in Higher Education

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