Theme-Based Information Literacy Instruction

Piper, Paul; Tag, Sylvia

doi:10.1080/10691316.2011.624956

Cited by 5 publications

(9 citation statements)

References 12 publications

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“…instructor observations, student evaluations, comments and/or surveys) to evaluate the effectiveness of the approach (White, 1996;Lung, 1999;Viti, 2000;Sullivan-Catlin, 2002;Griffiths, 2010;Burns, 2013;Purinton, 2014). This same problem is found in the library instruction literature, which mainly consists of case studies, essays and blog posts (Greenwood and Frisbie, 1998;Barry, 2011;Piper and Tag, 2011;Tagge, 2012;Stahura and Milanese, 2013;Valentine and Wukovitz, 2013). The lack of peer-reviewed articles is likely because of the emerging nature of the topic, as well as the difficulty in devising tests to measure student learning, or in conducting an approved study with students that compares a traditional course design versus a thematic approach without any other variables.…”

Section: Gaps In the Literaturementioning

confidence: 93%

“…Frequently discussed in the IL literature, these issues of motivation are examined in this review to provide context for why instructors have turned to a thematic approach. Several case studies are analyzed as examples of thematic approaches that the IL instructors implemented (Greenwood and Frisbie, 1998;Barry, 2011;Piper and Tag, 2011;Tagge, 2012;Stahura and Milanese, 2013;Valentine and Wukovitz, 2013). This section of the review concludes with the advantages and challenges in teaching IL with a thematic approach based on their experiences.…”

Section: Thematic Instruction In the Library Science Literaturementioning

confidence: 99%

“…Students also had an on-site service component at the organization. Piper and Tag (2011) implemented different themes in their two-credit courses. One instructor used the social aspects of food as a common thread: food and culture, food and religion, hunting and harvesting, agricultural practices, body image and food and passion and then planned accompanying instructional activities, readings, guest speakers and assignments.…”

Section: Thematic Approach Examplesmentioning

confidence: 99%

“…Overall, Valentine and Wukovitz (2013, p. 32) found that "students seemed to not only grasp the concepts but were able to build on them". Piper and Tag (2011) saw benefits in their course evaluations, both in terms of quantitative figures and positive student comments. One co-author had taught three sections that used the thematic approach and four that did not, and reported that evaluations were higher by 0.50 points in classes where the thematic approach was used and "witnessed a level of engagement and community in the classes I had not seen in the previous four" (p. 327).…”

Section: Integrating the Thematic Approachmentioning

confidence: 99%

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Integrating the thematic approach into information literacy courses

Price

Richardson

2015

Reference Services Review

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Purpose – The purpose of this paper is to review selected publications in library-related literature and discuss the thematic approach to course design in colleges and universities and how it has been implemented into information literacy (IL) courses. Design/methodology/approach – A literature review of peer-reviewed journals, professional journals, magazines and blogs contextualizes the thematic approach to instruction at the college and university levels. Search terms included “thematic approach”, “thematic approach in education” and “theme-based instruction”; the search was restricted to articles published in the past 20 years. Findings – In addition to the IL courses, thematic-based instruction has been used in biology, chemistry, English, French literature, history, mathematics, philosophy and sociology courses in college and university campuses. While instructors report that the thematic approach enhances student learning, few studies have directly tested the impact. No studies have been published within the library science literature. Originality/value – Thematic approach is a newer concept in the world of IL instruction. While many professional journal articles and blog posts provide in-depth case studies of how thematic-based instruction has been implemented, this article draws from all disciplines and features a succinct summary of what works, what does not work and how to best implement a thematic approach in an IL course.

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Section: Gaps In the Literaturementioning

confidence: 93%

Section: Thematic Instruction In the Library Science Literaturementioning

confidence: 99%

Section: Thematic Approach Examplesmentioning

confidence: 99%

Section: Integrating the Thematic Approachmentioning

confidence: 99%

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Integrating the thematic approach into information literacy courses

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Richardson

2015

Reference Services Review

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“…There are examples of creative approaches in crossdisciplinary efforts at critical information literacy as well. Courses developed around themes such as food (Piper & Tag, 2011) or genetics (Swanson, 2004) allow students to get an interdisciplinary perspective on a broad-ranged and socially important issue. This interdisciplinarity extends student learning beyond their individual project to an appreciation of the work of other students and groups in the course.…”

Section: Resultsmentioning

confidence: 99%

Empowering Students to Make Sense of an Information Saturated World: The Evolution of Information Searching and Analysis

Wittebols¹

2016

Comminfolit

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How well students conduct research online is an increasing concern for educators at all levels, especially higher education. This paper describes the evolution of a course that examines confirmation bias, information searching, and the political economy of information as keys to becoming more information and media literate. After a key assignment in which students assess their own tendency to engage in confirmation bias, students research a social justice issue across web, news and academic research resources. Designed to build good analytical skills in assessing the trustworthiness of a variety of sources of information, the course empowers students as researchers, citizens and consumers.

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Effectiveness of instruction-based information literacy training on the readiness of lifelong learning and the students’ information literacy ability

Rachman

Damaianti

Mulyati

et al. 2022

CJES

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This research aims to study the effectiveness instruction-based literacy information training to improve the readiness of lifelong learning of secondary school students. In this study, 250 high school students from 10 schools in the Bandung area, Indonesia. Samples were randomly selected and put into the experimental and control groups. The results showed that instructional-based information literacy training could improve students' lifelong learning readiness and improve students' information literacy skills. Increased readiness for independent learning can be seen from the readiness to learn independently, the ability to overcome learning barriers, and the ability to respond to learning triggers. The improvement of information literacy skills is seen from the ability of students to search for information, assess the credibility of information, and use information to support their studies and learning assignments. The implication of this research is that the findings can be used by stakeholders from the curriculum, training implementers, and libraries in designing systems for smooth study and preparing individuals for community life. Information literacy is the main foundation to support other abilities. Keywords: information literacy ability, lifelong learning readiness, literacy of information, training, library

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Theme-Based Information Literacy Instruction

Cited by 5 publications

References 12 publications

Integrating the thematic approach into information literacy courses

Integrating the thematic approach into information literacy courses

Empowering Students to Make Sense of an Information Saturated World: The Evolution of Information Searching and Analysis

Effectiveness of instruction-based information literacy training on the readiness of lifelong learning and the students’ information literacy ability

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