What do freshmen really know about research? Assess before you teach

Caspers, Jean; Bernhisel, Steven Mark

doi:10.1016/j.resstr.2006.12.016

Cited by 15 publications

(6 citation statements)

References 4 publications

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“…From a series of studies (e.g., Head & Eisenberg, 2010a;Head & Eisenberg, 2010b;Head, 2007;Barefoot, 2006;Byerly, Downey & Ramin, 2006;Caspers & Bernhisel, 2005) as well as our own practice, we know that students struggle with much more than properly documenting their sources. They are also challenged with finding credible and relevant sources for varied purposes; considering ways to use source material for rhetorical aims; knowing how, when, and why to summarize, paraphrase, or quote while retaining their own voice in their essays; and performing other demanding practices affiliated with IL.…”

Section: Appendix B: Examples Of Source Typesmentioning

confidence: 99%

Chapter 11. Up the Mountain without a Trail: Helping Students Use Source Networks to Find Their Way

Laskin

Haller

2016

Information Literacy: Research and Collaboration Across Disciplines

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When we began discussing our vision for a collection on information literacy (IL), our initial conversations revolved around the incredible amount of scholarship and practice that already existed in both Writing Studies (WS) and in Library/Information Science (LIS). Yet, while librarians, writing faculty, and other disciplinary faculty had presented and/or published together, there was still not enough cross-over in disciplinary literature addressed to both faculty and librarian audiences.One of our goals for this collection, then, was to bring together the rich scholarship and pedagogy from multiple perspectives and disciplines to provide a broader and more complex understanding of IL in the second decade of the 21st century. Further, we hoped that a collection that bridged the disciplinary divide would advance the notion of shared responsibility and accountability for the teaching, learning, and research of IL in the academy: faculty, librarians, administrators, and external stakeholders such as accrediting agencies and the businesses/industries that employ our graduates.As we issued the call for contributions for the collection, our view of IL was guided by the Association of College & Research Libraries (ACRL) Information Literacy Standards for Higher Education (IL Standards) which defines IL as the ability to "determine the extent of information needed, access the needed information effectively and efficiently, evaluate information and its sources critically, incorporate selected information into one's knowledge base, use information effectively to accomplish a specific purpose, understand the economic, legal and social issues surrounding the use of information, and access and use information legally" (ACRL, 2000). Widely cited since its formal approval by the ACRL Board, the IL Standards has seen widespread acceptance by librarians, faculty, administrators, and accrediting bodies. As a result, librarians and faculty have created strong partnerships to develop pedagogy related to IL and the IL Standards have been adapted to meet disciplinary contexts.However, the IL Standards also have faced considerable criticism as both research and practice began to highlight and illustrate the shortcomings of a standards-and competencies-based approach. Critiques of the IL Standards, theoretically and research-based, have focused on the de-contextualized nature of standards that potentially emphasize a prescribed set of skills. ResearchThe Framework for IL draws upon both threshold concepts (foundational concepts within a discipline that serve as portals to thinking and practice) and the concept of metaliteracy (Mackey & Jacobson, 2011;. Metaliteracy presents a vision for IL as an overarching literacy that places students in the role of both consumer and producer of information within today's collaborative information environments. Metaliteracy also emphasizes four domains of engagement within the information environment: behavioral, affective, cognitive, and metacognitive with metacognition as particularly important for...

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Section: Appendix B: Examples Of Source Typesmentioning

confidence: 99%

Chapter 11. Up the Mountain without a Trail: Helping Students Use Source Networks to Find Their Way

Laskin

Haller

2016

Information Literacy: Research and Collaboration Across Disciplines

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“…Students as young as kindergartners are exposed to information literacy skills through curriculum standards that specify the need for students to be able to ask questions about their areas of interest, use a variety of resources to gather information, and be able to share what they have learned (Todd & Kulthau, 2004). As each student progresses through elementary, middle, and high school, their exposure to and use of information literacy skills develop and grow; however, many graduating high school seniors may not have the information literacy skills they need to be successful in higher education (Burhanna & Jensen, 2006;Caspers & Bernhisel, 2005;Kolowich, 2011;O'Sullivan & Dallas, 2010;Seymour, 2007). While many high school students profess to be confident in at least some aspects of information literacy (Herring, 2009;Latham & Gross, 2008), in reality, when their IL skills are tested or otherwise assessed in college, the majority receive poor or failing scores (Maughan, 2001) or show deficits in their IL skills (Kolowich, 2011;Latham & Gross, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

Assessing Change In High School Student Information Literacy Using The Tool For Real-Time Assessment Of Information Literacy Skills

Kovalik

Yutzey

Piazza

2012

CIER

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Change in high school student information literacy (IL) knowledge and skills, from freshman year to senior year in high school was the focus of this quasi-experimental research project. Researchers used a free information literacy skills assessment tool entitled TRAILS (Tool for Real-time Assessment of Information Literacy Skills) to measure student IL skills. A total of 201 high school students participated in the study. Paired samples t-test results were mixed for specific TRAILS sub-categories, however, the senior mean for the total TRAILS assessment was significantly higher than the mean the participants earned on the total TRAILS assessment when they were freshman. Cohens d effect size was 0.61. The significance of the information literacy curriculum is discussed in light of these findings.

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“…Caspers and Bernhisel (2005) describe a study using a survey to assess the attitudes, experience and knowledge of incoming first‐year students at Linfield College. Their assessment results allowed them to refocus the library instruction within their first‐year seminar, excluding the mechanics of entering search terms and focusing more on research database content and characteristics.…”

Section: Literature Reviewmentioning

confidence: 99%

Closing the assessment loop using pre‐ and post‐assessment

Swoger

2011

Reference Services Review

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PurposeThe purpose of this study was to determine what skills students already possessed as entering first‐year students, in order to define appropriate goals and objectives for library instruction sessions occurring in the first‐year writing and critical thinking course.Design/methodology/approachA pre‐test was administered during the first two weeks of the fall 2008 semester. After one‐shot library instruction, students took a post‐test during the final exam period of the fall 2008 semester. Librarians worked collaboratively to evaluate the results of the assessment and determine the implications for the session goals and objectives.FindingsThe original goals and objectives for the library instruction sessions were out of sync with student skills. Assessment also revealed that the original goals and objectives were out of sync with librarian priorities. The results of the assessment were used to refine the goals and objectives through a collaborative process.Practical implicationsInstruction librarians need to evaluate their course goals and objectives as one part of the assessment cycle. Assessment can be a useful tool for aligning librarian priorities and pre‐existing student skills.Originality/valueThis study explains how the results of assessment can be used to close the assessment loop, concentrating on parts of the assessment cycle seldom discussed in the literature.

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What do freshmen really know about research? Assess before you teach

Cited by 15 publications

References 4 publications

Chapter 11. Up the Mountain without a Trail: Helping Students Use Source Networks to Find Their Way

Chapter 11. Up the Mountain without a Trail: Helping Students Use Source Networks to Find Their Way

Assessing Change In High School Student Information Literacy Using The Tool For Real-Time Assessment Of Information Literacy Skills

Closing the assessment loop using pre‐ and post‐assessment

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