Using Blackboard to Assess Course-Specific Asynchronous Library Instruction

Henrich, Kristin; Attebury, Ramirose Ilene

doi:10.1080/10875301.2013.772930

Cited by 19 publications

(10 citation statements)

References 18 publications

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“…Henrich and Attebury find that video tutorials are effective at delivering information literacy content and increasing students' confidence and, thus, are worth the time and effort to create. 15 There are some special challenges for library instruction in science and engineering disciplines. An American Library Association (ALA), Association of College and Research Libraries (ACRL), and Science & Technology Section (STS) task force noted that "science, engineering, and technology disciplines pose unique challenges in identifying, evaluating, acquiring and using information."…”

Section: Literature Reviewmentioning

confidence: 99%

Integrating Library Instruction into the Course Management System for a First-Year Engineering Class: An Evidence-Based Study Measuring the Effectiveness of Blended Learning on Students’ Information Literacy Levels

Zhang

Goodman²,

Xie³

2015

CRL

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This research examines students in a first-year engineering course who receive library instruction by using a newly developed online module and attending optional in-person tutorials. It aims to evaluate the outcomes of library information literacy instruction using this module combined with in-person help. Results show a significant improvement in information literacy skills from a pre-test to a post-test. Focus group and survey data indicate that most students preferred the self-paced learning style of the online module and that the content of the module helped them to conduct library research for the course. This study also considers best practices for online library instruction. A blended instruction approach provides students with the flexibility to learn from a variety of formats at their own pace and also reduces library staff workload, especially for a large course.

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Section: Literature Reviewmentioning

confidence: 99%

Integrating Library Instruction into the Course Management System for a First-Year Engineering Class: An Evidence-Based Study Measuring the Effectiveness of Blended Learning on Students’ Information Literacy Levels

Zhang

Goodman²,

Xie³

2015

CRL

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“…For this project, the author consulted a number of research studies on the assessment of tutorial design and student learning (Appelt and Pendell 2010;Befus and Byrne 2011;Betty 2008;Blummer 2007;Bracke and Dickstein 2002;Dent 2003;Ergood, Padron, and Rebar 2012;Germek 2012a;Germek 2012b;Henrich andAtterbury, 2012 Jackson 2006;Lechner 2005;Lindsay, Cummings, Johnson, and Scales 2006;Stiwinter 2013) Peer-Reviewed Instructional Materials Online database also influenced decisions about how assessment would be built into the tutorial.…”

Section: Assessing the Learning Outcomesmentioning

confidence: 99%

Creating learning outcomes from threshold concepts for information literacy instruction

Hosier

2016

College & Undergraduate Libraries

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Threshold concepts theory and learning outcomes represent two different ways of thinking about teaching and learning. Finding a way to translate between the two is necessary for librarians who may wish to use concepts from the Framework for Information Literacy to shape their instruction. The following article outlines a process for transforming concepts from the "Scholarship as Conversation" frame into learning outcomes that the author developed as part of a tutorial project. This process can easily be adapted to a variety of instructional situations.

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“…Instruction librarians continuously evaluate how to efficiently and effectively deliver instruction to various user groups. A body of literature supports the convenience and efficacy of embedding online tutorials in course management systems (CMS), both to save the time of the librarian and to meaningfully contextualize and teach information literacy skills (Mery et al, 2012;Henrich & Attebury, 2012). These studies have found that embedded online tutorials have a positive impact on student learning.…”

Section: Commentarymentioning

confidence: 99%

Completion of an Online Library Module Improves Engineering Student Performance on Information Literacy Skills Tests

Scott

2016

EBLIP

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A Review of: Zhang, Q., Goodman, M., & Xie, S. (2015). Integrating library instruction into the Course Management System for a first-year engineering class: An evidence-based study measuring the effectiveness of blended learning on students’ information literacy levels. College & Research Libraries, 76(7), 934-958. http://dx.doi.org/10.5860/crl.76.7.934 Objective – To assess the efficacy of an online library module and of blended learning methods on students’ information literacy skills. Design – Multi-modal, pre- and posttests, survey questionnaire, and focus groups. Setting – Public research university in London, Ontario, Canada. Subjects – First-year engineering students. Methods – Of 413 students enrolled in Engineering Science (ES) 1050, 252 volunteered to participate in the study. Participants were asked to complete the online module, a pretest, a posttest, an online follow-up survey, and to take part in a focus group. Researchers generated a pretest and a posttest, each comprised of 15 questions:; multiple choice, true or false, and matching questions which tested students’ general and engineering-specific information literacy skills. The pretest and posttest had different, but similarly challenging, questions to ensure that students involved in the study would not have an advantage over those who had opted out. While all components of the study were voluntary, the posttest was a graded course assignment. In-person tutorials were offered on 4 occasions, with only 15 students participating. Both tutorial and module content were designed to cover all questions and competencies tested in the pretest and the posttest, including Boolean operators, peer review, identifying plagiarism, engineering standards, engineering handbooks, search strategies, patents, article citations, identifying reliable sources, and how to read journal articles. The posttest survey was delivered in the CMS immediately after the posttest was completed. It measured self-reported student behaviours and preferences concerning the online modules. Two focus groups were convened after all posttest surveys were completed to gather qualitative data about student preferences. Main Results – Of the 252 volunteers, 239 students (57.9% of enrolled students) completed both the pretest and the posttest, 89 filled out the follow-up survey, and 7 students participated in a focus group. Students used the online module content differently; accordingly those numbers were not reported. Researchers compared pretest and posttest scores to find that the posttest scores were significantly higher than the pretest scores (p < 0.001). Of 239 pretest and posttest pairs evaluated, the mean pretest score was 10.456 and the mean posttest score was 13.843. A t-test survey and focus group data evaluated student perceptions of the module. Students reported a slight preference for online instruction. Conclusion – After completing an online library module, students’ performance on information literacy skills tests improved from the pretest to the posttest. Focus group and survey data indicate a slight student preference for online tutorials over in-person instruction. Although intended as a blended approach to library instruction, the voluntary in-person instruction was not well attended and has subsequently been changed to mandatory in-class instruction. The authors recommend further research to evaluate how the medium and format of instruction impacts student learning outcomes.

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Using Blackboard to Assess Course-Specific Asynchronous Library Instruction

Cited by 19 publications

References 18 publications

Integrating Library Instruction into the Course Management System for a First-Year Engineering Class: An Evidence-Based Study Measuring the Effectiveness of Blended Learning on Students’ Information Literacy Levels

Integrating Library Instruction into the Course Management System for a First-Year Engineering Class: An Evidence-Based Study Measuring the Effectiveness of Blended Learning on Students’ Information Literacy Levels

Creating learning outcomes from threshold concepts for information literacy instruction

Completion of an Online Library Module Improves Engineering Student Performance on Information Literacy Skills Tests

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