Lessons Learned: Year-by-Year Improvement of a Required Information Competency Course

Powell, Carol A.; Ginier, Emily

doi:10.1080/02763869.2013.806862

Cited by 5 publications

(4 citation statements)

References 8 publications

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“…Seven students (41%) described themselves as "very confident" about their research skills, while six students (35%) believed they were "confident", and four students (24%) were "somewhat confident". In one study by Powell and Ginier (2013), the authors found that students usually feel less confident about their research skills after receiving IL sessions. However, in our case, we believe that since the students had the chance to apply these skills in the form of a semester-long project, they felt more familiar with doing research and more confident using these skills.…”

Section: Surveymentioning

confidence: 99%

Promoting Information Literacy of Pre-Medical Students through Project-Based Learning: A Pilot Study

Saliba

Mussleman

Fernandes

et al. 2017

IJELS

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This study describes the implementation of information literacy (IL) skills through the use of the project-based learning (PjBL) method in an English for Academic Purposes (EAP) course. Participants were Arabic speaking students enrolled in the Foundation Program that prepared them for the pre-medical curriculum in a U.S. medical college in the State of Qatar. A mixed methods approach consisting of a survey, three focus groups, and instructors' observations was used to gather the needed data. The results showed a significant increase in students' advanced research skills. This study emphasizes the benefit of using the PjBL method to develop students' IL skills. It also reinforces the vital role of faculty-librarian partnership in designing learning activities that engage students, foster their critical thinking, and develop their metacognitive skills.

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Section: Surveymentioning

confidence: 99%

Promoting Information Literacy of Pre-Medical Students through Project-Based Learning: A Pilot Study

Saliba

Mussleman

Fernandes

et al. 2017

IJELS

View full text Add to dashboard Cite

show abstract

“…This could have been due to the wording of the two questions, S3-5 and S3-10 (see Appendix D) and the ambiguity of the multiple choice answers the students could pick from. Powell and Ginier (2013) noticed the same problem when they administered their post-test. They stated that "a few students indicate less confidence in their information-seeking abilities on the post-test than on the pretest" (p. 298).…”

Section: Standardmentioning

confidence: 75%

Faculty and Librarians' Partnership: Designing a New Framework to Develop Information Fluent Future Doctors

Bendriss

Saliba

Birch

2015

The Journal of Academic Librarianship

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Upon faculty request, information literacy instruction was fully integrated into an English for Academic Purposes course for non-native English speaking students pursuing a medical degree at a U.S. institution in the Gulf State of Qatar. Adopting the flipped classroom modality, librarians designed modules to meet the students' information literacy needs while adapting the content to the course syllabus. Content was uploaded to the learning management system, Canvas. Readings, online tutorials, quizzes and assignments were created to achieve the outcomes of each session. Completion of information literacy modules is factored in the overall grades of students in the English for Academic Purposes course. This paper will outline the design, implementation, and assessment of information literacy sessions and will highlight the importance of collaboration between faculty and librarians to set a common ground and reach expected outcomes. It will also share the students' perceptions of the effectiveness of integrating information literacy in an English for Academic Purposes course.

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“…However, a robust body of literature supports the positive impact of librarian collaboration within courses or assignments on instilling IL within undergraduate students [12][13][14][15][16][17]. This is complemented by occasional reports of a single course, taught by librarians, that focused on teaching students foundational IL [18,19].…”

Section: Literature Reviewmentioning

confidence: 99%

Scaffolded, embedded required: information literacy education in undergraduate health sciences

Smith,

Sanger

2023

J Can Health Libr Assoc

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Background: The Health Sciences Library and the Bachelor of Health Sciences (Honours) Program (BHSc) at McMaster University worked together to build a multi-year information literacy (IL) curriculum embedded within the program under a suite of courses called Praxis Pathways. Description: Praxis Pathways consists of four Threads. Thread 4: Information Literacy is the focus of this case report. The authors will describe the multi-year embedded IL curriculum, which is scaffolded to build both IL skills, such as database searching, and introduce students to key conceptual conversations in IL, production and dissemination. Outcomes: BHSc program graduates in 2023 will be the first to have completed all four years of the Praxis Pathways courses, including the IL program developed and delivered by the library. The authors will describe how the impact of the program will be evaluated qualitatively and quantitatively going forward. Conclusion: Embedded librarianship for multi-year, scaffolded IL education in undergraduate programs continues to be a rarity, despite the acknowledgement that one-shot instruction has several limitations. The authors present this case report to share how they embedded a for-cred IL curriculum in an undergraduate program that looks beyond the one-shot, skill-based tutorial and focuses on developing adaptive, information-literate lifelong learners.

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Lessons Learned: Year-by-Year Improvement of a Required Information Competency Course

Cited by 5 publications

References 8 publications

Promoting Information Literacy of Pre-Medical Students through Project-Based Learning: A Pilot Study

Promoting Information Literacy of Pre-Medical Students through Project-Based Learning: A Pilot Study

Faculty and Librarians' Partnership: Designing a New Framework to Develop Information Fluent Future Doctors

Scaffolded, embedded required: information literacy education in undergraduate health sciences

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