Maintaining Quality While Expanding Our Reach: Using Online Information Literacy Tutorials in the Sciences and Health Sciences

Matlin, Talitha; Lantzy, Tricia

doi:10.18438/b8zd3q

Cited by 17 publications

(14 citation statements)

References 22 publications

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“…Evaluation of student assignments completed in relation to library instruction sessions has been used as a technique for assessing student learning. Examples of student assignments include student research papers (Cooke & Rosenthal, ; Gamtso & Paterson, ; Luetkenhaus, Hvizdak, & Johnson, ), student worksheets administered as part of the instruction session (Matlin & Lantzy, ), and quizzes (Lowe, Boothe, & Tagg, ). Evaluation of student research papers is the most common way that this assessment technique has been implemented.…”

Section: Research Methods Used In Previous Workmentioning

confidence: 99%

“…Another way student assignments have been integrated is by making them part of the library instruction session itself. Matlin and Lantzy (), for example, used a backwards instructional design process to identify learning outcomes and created library assignments accordingly to measure achievement of those outcomes from in‐person vs., online library instruction. These assignments had students practice basic library skills, such as finding articles via library databases using relevant keywords and generating properly formatted citations, while also reflecting on the differences between scholarly literature and popular sources.…”

Section: Research Methods Used In Previous Workmentioning

confidence: 99%

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Librarian role‐playing as a method for assessing student information literacy skills

Rieh

Bradley

Brennan‐Wydra

et al. 2019

Proceedings of the Association for Information Science and Tech

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Researchers and practitioners alike have long investigated the effectiveness of information literacy instruction, addressing what to measure regarding student learning and how to measure it. The purpose of this paper is twofold. First, we review measures and methods that have been developed to assess student learning that results from information literacy instruction. We then present a study in which we employed a new research method of librarian role‐playing to examine the extent to which college students are capable of demonstrating their information literacy skills while acting as an academic librarian. We also incorporated card‐sorting exercises, asking about their perceived search difficulty before and after the role‐playing exercise. Ten role‐playing sessions were conducted by recruiting undergraduate students who had attended an information literacy instruction session 3–4 months prior as a part of their English writing course. Results showed that the librarian role‐playing method provided opportunities for participants to recall and reflect upon what they learned from information literacy instruction effectively. Results also indicated that the role‐playing method is potentially effective in developing students' meta‐cognition about their search behavior.

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Section: Research Methods Used In Previous Workmentioning

confidence: 99%

Section: Research Methods Used In Previous Workmentioning

confidence: 99%

Librarian role‐playing as a method for assessing student information literacy skills

Rieh

Bradley

Brennan‐Wydra

et al. 2019

Proceedings of the Association for Information Science and Tech

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show abstract

“…The authors concluded that, for maximum impact, students should complete tutorials when the information is immediately relevant to course assignments. Matlin and Lantzy (2017) developed an online tutorial for two undergraduate biology and kinesiology courses with the goal of comparing higher-order IL learning outcomes from students who completed tutorials versus traditional in-person instruction. The authors found no statistically significant differences in student learning between the two instruction models.…”

Section: Approaches To Information Literacy In Undergraduate Biology mentioning

confidence: 99%

“…A portion of student feedback data indicates a preference for online instruction for logistical convenience. Thus in the future, UNM librarians may consider developing online versions of the IL EASE workshops to replace or supplement in-person learning, incorporating best practices in providing instruction online and specifically for IL (Nichols et al 2003;Beile & Boote 2004;Zhang et al 2007;Anderson & May 2010;Silk et al 2015;Greer et al 2016;Matlin & Lantzy 2017). To better understand student perceptions of workshop format, further studies focusing on dual in-person and online versions of one or more EASE workshops may be a valuable next step.…”

Section: Implications and Future Researchmentioning

confidence: 99%

Biology Student Perceptions of Information Literacy Instruction in the Context of an Essential Skills Workshop Series

Jankowski¹,

Sawyer²

2019

ISTL

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The University Libraries at the University of New Mexico reconfigured their established library instruction program for biology as part of a broader grant-funded essential skills workshop series for STEM students. This initiative standardized supplementary instruction through seven in-person and online workshops delivered to students through the Biology Department’s four core undergraduate laboratory courses. Post-workshop feedback data were gathered from students throughout the two-year grant period. The present study analyzes this data set—including 3,797 completed student surveys from both library and non-library workshops over the course of four semesters—with the goal of understanding STEM student perceptions of the value of information literacy skills as compared to the general and disciplinary value of other essential intellectual and practical skills. The findings suggest that undergraduate biology students generally perceive information literacy to be among the most valuable and relevant skills introduced through the workshop series. The results have the potential to inform information literacy instruction practices and collaborative efforts with broader essential skills education programs.

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“…15 The interviewees in this study seemed to largely have a shared history of face-to-face instruction rather than online delivery, possibly due in part to faculty expectations and the focus on critical information literacy.On the other hand, Matlin noted that online delivery allows for a greater reach than traditional face-to-face class, as well as an increased capacity for personalization than is possible within a lecture-style environment. 16 Student numbers have increased across many institutions worldwide without a corresponding increase in staffing, and online delivery has been seen as both an efficient and sustainable method of instruction. 17 The University of Arizona Libraries considered online delivery of instruction a positive solution to supporting large student numbers and accommodating the "anywhere/ anytime" paradigm shift in education.…”

mentioning

confidence: 99%

Parallel Lines: A Mixed Methods Impact Analysis of Co-Curricular Digital Literacy Online Modules on Student Results in First-Year Nursing

Russell¹,

Rawson²,

Freestone³

et al. 2018

C&RL

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An important component of the academic health librarian role is the establishment of interventions to support the development of student skills in evidence-based practice. It is important for practicing librarians to evaluate their activities to determine effectiveness and to inform decision making and best practice in librarianship. A series of six online modules was developed for a core first-year Bachelor of Nursing unit. Modules were subsequently investigated for impact on student learning of evidence-based practice by determining any correlation between students' completion of the modules and their academic performance. The level of students' interest and engagement was also examined through a survey about their experiences of and attitudes toward the modules. A positive correlation was found between module completion and attainment of higher grades by students. Feedback from the survey indicated that students engaged positively with the modules. Parallel Lines 949such evidence. There are many who advocate for the use of evidence for evaluation and decision making in practice, 6 and the evaluation by practitioners of their activity contributes toward the growth of an evidence base. To demonstrate impact, evidence in some form is required. Literature ReviewHistorically, instruction of information literacy in academic libraries has tended to take the form of face-to-face one-shot sessions. 7 However, in the last decade, there have been moves toward information literacy support, which is both embedded within the course curriculum 8 and delivered largely online. 9 Kuh & Gonyea 10 strongly advocated for higher education institutions to investigate the effectiveness of library activities on student learning. Many practitioners have since investigated and found demonstrable positive impact between their delivery of information and digital literacy instruction and student skill development. 11 Munn and Small 12 undertook a systematic review into information literacy and academic skills programs for first-year health science students. They found evidence that such programs improved students' learning and behavior and that students responded favorably to them; they recommended that practitioners aim to embed support into curriculum.Online modules have greater potential for integration into the curriculum than face-to-face one-shot sessions, given there is less competition for time with other priorities within the curriculum. This integration allows for a more authentic student understanding of graduate learning outcomes, rather than information literacy being treated as supplementary content. 13 It also allows for more sustained contact than is usually possible in one-shot classes. Where one-shot classes are still delivered, they are often blended with online pedagogies. Carroll adopted the flipped classroom pedagogy with a group of health science students by developing online modules for students to complete prior to attending the class, with the intention of increasing student retention of information literacy skill...

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Maintaining Quality While Expanding Our Reach: Using Online Information Literacy Tutorials in the Sciences and Health Sciences

Cited by 17 publications

References 22 publications

Librarian role‐playing as a method for assessing student information literacy skills

Librarian role‐playing as a method for assessing student information literacy skills

Biology Student Perceptions of Information Literacy Instruction in the Context of an Essential Skills Workshop Series

Parallel Lines: A Mixed Methods Impact Analysis of Co-Curricular Digital Literacy Online Modules on Student Results in First-Year Nursing

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