Learning by Doing –

Hegarty, Nora; Carbery, Alan; Hurley, Tina

doi:10.11645/3.2.227

Cited by 4 publications

(2 citation statements)

References 3 publications

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“…Librarians are always looking for ways to make IL teaching more diverse, with Ross and Furno (2011) suggesting that finding the best pedagogical practices is an iterative process that takes patience and courage to fail. There is a trend towards making the delivery of IL education an active learning experience (Bell, 2007;Boss et al, 2015;Hegarty et al, 2009;Holderied, 2011;Lahlafi et al, 2012). Active learning refers to any learning activity which involves active participation of the student (Higher Education Academy, 2008), rather than the one-way communication between teacher and student characteristic of passive teaching methods (Holderied, 2011).…”

Section: Active Learningmentioning

confidence: 99%

“…Many previous studies use ARSs to examine the effectiveness of active learning, against traditional lecture based teaching (Holderied, 2011;Ross & Furno, 2011;Walker & Pearce, 2014). It has been shown that active learning approaches are effective in IL teaching (Bell, 2007;Boss, Angell, & Tewell, 2015;Hegarty, Carbery, & Hurley, 2009;Holderied, 2011;Lahlafi, Rushton, & Stretton, 2012), and so this study aims to go beyond the existing research by specifically examining the effectiveness of these tools as part of an active learning pedagogy. Initially the study aimed to address two main questions:…”

Section: Introductionmentioning

confidence: 99%

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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%

Section: Introductionmentioning

confidence: 99%

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

Funnell

2017

JIL

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Supporting the Teaching of Information Literacy with First Year Bsc Nursing Students: The Case for a Printed Workbook

Ryba

Pledger

2016

New Review of Academic Librarianship

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Piloting a dedicated information literacy programme for nursing students at Waterford Institute of Technology libraries

Hegarty

Carbery

2010

Library Review

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Purpose -The purpose of this paper is to describe the pilot information literacy programme for undergraduate nursing students as recently developed at Waterford Institute of Technology (WIT) libraries. The paper outlines the background to the programme, discusses its design and delivery and summarises participating students' initial response to it. Design/methodology/approach -This paper takes a broadly practical, case study approach in terms of recounting experiences of designing and delivering a dedicated information literacy programme for undergraduate nursing students at WIT. Findings -Although the project is still at an early or pilot stage, the feedback from the undergraduate students who attended training is very positive. The fact that the programme was so well received in its first year of operation is encouraging and inspiring, going forward. Practical implications -The paper should be of interest to anyone involved in developing information literacy programmes or in the supply of information to nursing students. Originality/value -This paper is likely to be of practical interest to academic librarians, who are looking for a fresh approach to information literacy training for undergraduate nursing students at third level institutions of similar scale and size to WIT.

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Learning by Doing –

Cited by 4 publications

References 3 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

Supporting the Teaching of Information Literacy with First Year Bsc Nursing Students: The Case for a Printed Workbook

Piloting a dedicated information literacy programme for nursing students at Waterford Institute of Technology libraries

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