Research exercises: A sequenced approach to just-in-time information literacy instruction

Walker, Henry M.; Engel, Kevin

doi:10.1016/j.resstr.2004.03.003

Cited by 10 publications

(6 citation statements)

References 3 publications

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“…It has generally been accepted that IL instruction requires a shift, as in this study, from teaching how to use specific resources to a set of critical thinking skills involving the use of information (Kasowitz-Scheer & Pasqualoni, 2002) and this is reflected in some in recent research in IL and teaching and learning (Bordinaro &Richardson, 2004 andWalker &Engel, 2004). Other more complex approaches have been analysed by Bruce et al (2007).…”

Section: Literature Reviewmentioning

confidence: 87%

A longitudinal study of changes in learners' cognitive states during and following an information literacy teaching intervention

Walton

Hepworth

2011

Journal of Documentation

101

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Purpose The paper identifies the changes in cognition associated with becoming information literate, specifically, in relation to the evaluation of information. Additionally, it puts forward a model for a teaching and learning intervention that engages the learner and leads to higher order information literacy (IL) thinking. From a theoretical perspective the research integrates ideas from the fields of IL, teaching and learning, e-learning and information behaviour (IB). Design/methodology/approach Three interventions were designed to develop the information literacies of first-year undergraduates studying Sport & Exercise at Staffordshire University, to teach and test IL. Interventions took a blended approach and combined face-to-face and online social network learning (OSNL)-also referred to as social media learning (SML)-and focused on one aspect of information literacy: the ability to evaluate source material. Data was captured via interviews, focus groups and from the online discussion that was analysed thematically and categorised using task, behaviour, cognitive states, affective states, conative states and knowledge. This helped to evaluate the efficacy of the interventions and provided data for further analysis. This paper focuses on the cognitive data and their transitions during the interventions and, in particular, among those respondents who experienced OSNL. Findings The changing cognitive states, associated with IL learning were modelled and made evident key cognitive states and transitions. This is represented in the paper in diagrammatic and mathematical notation. The findings indicate the complexity of the information behaviours associated with IL including the cognitive, behavioural, conative and affective elements. Although the cognitive transitions are the focus of this paper an insight is also given into an IL intervention that fosters the capability to interact critically and reflectively with information. The pedagogy that underpins these changes is indicated. The intervention, which incorporated OSNL, proved the most successful. Research limitations/implications Undergraduate students' IB can be changed and IL developed. Additional long-term data would have indicated whether this intervention had a lasting impact on the undergraduates. Practical implications IL practitioners should consider incorporating OSNL and assessment in their interventions. Incorporating discussion, reflection and peer-to-peer assessment is likely to be lead to deeper learning when teaching IL. Originality/value The research adds detail to our understanding of the cognitive, behavioural, affective and conative states associated with IL and makes explicit how these may change as the learner becomes information literate.

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Section: Literature Reviewmentioning

confidence: 87%

A longitudinal study of changes in learners' cognitive states during and following an information literacy teaching intervention

Walton

Hepworth

2011

Journal of Documentation

101

View full text Add to dashboard Cite

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“…It has been very important to us to try to place both subject topics and skills topics at times in the curriculum when they might echo activities and study in other Level 1 modules, so that the key inter-relationship between skills and subject study is underlined to students. The just-in-time research work of Walker and Engel (2003) also supports the idea that students will engage more with a topic which is being handled in a timely way and will remember and re-apply more of a topic which has been studied in an integrated way.…”

Section: Timetabling Of Coursementioning

confidence: 81%

Integrating Legal Research Skills into the Curriculum and into Life

Pope¹

2009

Legal Information Management

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“…The policy also stresses that the inclusion of information literacy should be iterative and incremental, using a "just in time" approach where possible. The importance of timeliness of integrated information literacy sessions is confirmed by the work of Walker and Engel (2003), who also support a "just in time" strategy. In addition, all learning styles should be considered, while the delivery and contact time provision should remain flexible.…”

Section: Partnership Between Library and Facultymentioning

confidence: 89%

Information Literacy Education in the UK: Reflections on Perspectives and Practical Approaches of Curricular Integration

Andretta¹,

Pope²,

Walton³

2008

Comminfolit

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This paper has two main aims: to present the current position of information literacy education (ILE) in UK-based academic institutions, and to propose a strategy that ensures the integration of ILE in learning and teaching practices. The first part of the paper offers an insight into the perceptions of information literacy by exploring four distinct perspectives: those of the institution, the faculty, the library staff, and the students. From an institutional perspective, information literacy is dominated by the need to measure information skills within the context of information as a discipline in its own right. Also, there is a great deal of misinformation regarding information literacy, and as a result, a clear marketing strategy must be adopted by information professionals to address the misconceptions held by faculty staff and students alike. This article aims to address these points by drawing on recent scholarship and research in the field, which demonstrates the validity of information literacy as a process for fostering independent learning. The second part of the paper explains how a fellowship project has placed information literacy on the pedagogical agenda of the University of Staffordshire in the UK by promoting information literacy education as an integrated element of the curriculum.

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Research exercises: A sequenced approach to just-in-time information literacy instruction

Cited by 10 publications

References 3 publications

A longitudinal study of changes in learners' cognitive states during and following an information literacy teaching intervention

A longitudinal study of changes in learners' cognitive states during and following an information literacy teaching intervention

Integrating Legal Research Skills into the Curriculum and into Life

Information Literacy Education in the UK: Reflections on Perspectives and Practical Approaches of Curricular Integration

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