Teaching Information Literacy to Generation

Manuel, Kate

doi:10.1300/j111v36n01_12

Cited by 103 publications

(61 citation statements)

References 11 publications

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“…A range of the more commonly subscribed traits include self-confidence, a sense of entitlement, reliance on technology, frequent multi-tasking, short attention span, expectation of immediate gratification, a preference for visual learning over reading, lack of critical thinking, and a consumerist attitude to education (e.g. Manuel, 2002;Weiler, 2004;Warwick et al, 2009;Bourke & Mechler, 2010;Thaler, 2013). It has also been argued that Millennials come to college with a sense of their own entitlement, again referring to a consumerist attitude to education as a service, which they have paid for (Manuel, 2002;Fullerton, 2013;Knowlton & Hagopian, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Manuel, 2002;Weiler, 2004;Warwick et al, 2009;Bourke & Mechler, 2010;Thaler, 2013). It has also been argued that Millennials come to college with a sense of their own entitlement, again referring to a consumerist attitude to education as a service, which they have paid for (Manuel, 2002;Fullerton, 2013;Knowlton & Hagopian, 2013). A recurring comment is the importance of saving time, often at the expense of finding appropriate or accurate results.…”

Section: Discussionmentioning

confidence: 99%

“…To increase student engagement, the librarian incorporated an online "question and answer" game on the interactive learning platform "Top Hat" that focused on students identifying different source types and citation errors during the library presentation. The authors hoped that adding enjoyment as well as interaction would improve student attitudes to library instruction (Manuel, 2002).…”

Section: Lessons Learned and Revisions To The Coursementioning

confidence: 99%

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Enhancing Information Literacy Using Bernard Lonergan's Generalized Empirical Method: A Three-year Case Study in a First Year Biology Course

Rose-Wiles

Glenn

Stiskal

2017

The Journal of Academic Librarianship

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IntroductionThe purpose is to illustrate how a team of 3 faculty from different disciplines sought to increase select information literacy outcomes of first year biology students using Bernard J. Lonergan's cognitional theory, the Generalized Empirical Method (GEM). The majority of students entering college have little experience in finding, retrieving, understanding, evaluating, incorporating, and citing scholarly sources in their scientific research papers. One factor may be a lack of library instruction and research experience in high school (Head, 2013;Smith et al., 2013;Douglas & Rabinowitz, 2016). Even for those with prior instruction, transitioning from high school level assignments to college level research can be a formidable challenge (Bent, 2008;Warwick et al., 2009;Varlejs et al., 2014;Loesch, 2017). In addition, few students understand the system of scholarly publishing or the structure of scientific information (Badke, 2012). They do not grasp the relationship between articles, journals, and library databases or the difference between searching a scientific database and using search engines such as Google. In her seminal paper "Desperately Seeking Citations: Uncovering faculty assumptions about the undergraduate research", Leckie (1996) describes how undergraduates have only the vaguest ideas about the research and scholarly publication process; they conceptualize research as "a fuzzy, library-based activity that is required of them to complete their coursework" (p. 202-203). A follow-up report (Rose-Wiles & Hofmann, 2013) suggests that little has changed in almost three decades, and that dependence on databases and on-line articles, rather than searching in physical journals, makes the library-based research process even more confusing for naïve undergraduate students.Science is a research-driven discipline, and therefore students should possess the requisite search skills. They have heard of the scientific method, but seem to associate it solely with completing hands-on experiments or Eureka style discovery rather than with background reading, hypothesis formation and testing and finally communication of results. As Cervetti and Pearson (2012) note, students treat science texts as if they contained established truths, without understanding how facts are determined or thinking of science as way of answering questions. Furthermore, most first year science students do not know how 4 PREPRINT: Enhancing information literacy using Bernard Lonergan's Generalized Empirical Method to generate interesting research questions that would lead to the discovery of new information and contribute to their learning. Even within a science course, the students' laboratory experiences seldom go beyond replicating well-established observations, with minimal dialog when reporting the results.Students often lack an understanding of how a literature search contributes to an in-depth discussion of their laboratory results. Thus to succeed in college, students must transition from replication of data obtained in a highly ...

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Lessons Learned and Revisions To The Coursementioning

confidence: 99%

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Enhancing Information Literacy Using Bernard Lonergan's Generalized Empirical Method: A Three-year Case Study in a First Year Biology Course

Rose-Wiles

Glenn

Stiskal

2017

The Journal of Academic Librarianship

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“…I blant vises det til ulike «studenttyper» og deres spesielle laereprosesser, som generasjon X, Y eller Z. For eksempel når Manuel (2002) hevder at «generasjon Z» -studenter født etter 1990, oppvokst med internett -har helt «unike» laeringsstiler, som det gjelder å forstå og tilpasse undervisningen til når man ønsker å utvikle deres informasjonskompetanse (information literacy).…”

Section: Skrivesenteret Og Den Retoriske Situasjonenunclassified

Det åpne bibliotek

2017

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“…Living in a fast-moving world (fast food, Internet banking, online shopping), Millennials have zero tolerance for delays [21] and expect the information, responses or resources to be available immediately, when and where needed [22]. Many Generation Y students balance their life studies and social life with full-or part-time work [23]. …”

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confidence: 99%

Social Comparison as a Motivational Agent among Students

Yadin¹

2015

IJIET

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Abstract-This paper describes an experimental study that was performed among undergraduate students in their third year out of four required for their Software Engineering degree. The study's main purpose that stems from Maslow's motivational theory (self-actualization), was to explore possible motivational increase through self-grades comparisons. For that reason, a small Excel tool was provided with relative performance comparison graphs. Each student could enter his or her ID number and receive a two graphs figure. One graph represents the average class grades for all assignments and the second graph represents his or her assignments' grades. All assignments were individualized and personalized, so every student got a different set of assignments. The study revealed that the mechanism employed had a positive effect by increasing the average grades. The students' reflection supported these findings as some students expressed their views regarding the importance of their relative performance. The paper concludes with a discussion on the results and future follow-up directions.Index Terms-Enhancing students' motivation, personal and individual assignments, students' learning accountability. I. INTRODUCTIONThis paper describes an experimental study aimed at increasing the motivation of students learning towards their Software Engineering degree. 56 students in their third year (out of 4 years required for completing the degree) participated in the study that was conducted as part of the Methods in Software Engineering course. The course's grading scheme is based on 4 home assignments and an exam. All assignments were uniquely individualized due to the lecturer previous good experience with this tactic. Personal and individual assignments [1] imply that each student receives a different assignment so sharing or "borrowing" the solution or parts of the solution is impossible. As was demonstrated already this tactic has a positive influence on the students' learning habits [1], [2]. This study however, moved forward one additional step trying to increase the students' motivation even further. The idea used is based on Maslow's motivational theory [3] and it was implemented as a tool that provided each student with a comparative analysis of his or her relative performance as compared to the class average. This tool provided objective feedback the served the students in evaluating their personal performance in comparison to their peers. The experiment revealed that the comparative method had a positive effect on the learning habits which was manifested in the students' grades. The paper starts by briefly addressing some of the motivational theories, defines the special traits of the current students' generation and describes the experiment that was performed as part of the study. The last chapter is dedicated to a discussion related to the results obtained and thoughts about possible next stages. II. LITERATURE REVIEWThe term motivation has been addressed by many scholars since the early days of psychology. Motivation...

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Teaching Information Literacy to Generation

Cited by 103 publications

References 11 publications

Enhancing Information Literacy Using Bernard Lonergan's Generalized Empirical Method: A Three-year Case Study in a First Year Biology Course

Enhancing Information Literacy Using Bernard Lonergan's Generalized Empirical Method: A Three-year Case Study in a First Year Biology Course

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Social Comparison as a Motivational Agent among Students

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