Assessing the Impact of Embedding Online Academic and Information Literacy Resources into a First Year Business Course

Rae, Sandy; Hunn, Margaret

doi:10.18438/b80c76

Cited by 12 publications

(10 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One of the main challenges in IL teaching is keeping students engaged. Whilst librarians are continually working with academic departments to ensure that IL teaching is fully integrated within the curriculum (Burgoyne & Chuppa-Cornell, 2015;Clairoux, Desbiens, Clar, Dupont, & St-Jean, 2013;Kavanagh, 2011;Moore, Black, Glackin, Ruppel, & Watson, 2015;Mullins, 2014;Rae & Hunn, 2015), this is still not universally the case. This means that IL teaching is often seen as an add-on (Ross & Furno, 2011) and can be viewed by students as peripheral to their main course of study.…”

Section: Active Learningmentioning

confidence: 99%

Using audience response systems to enhance student engagement and learning in information literacy teaching

Funnell

2017

JIL

View full text Add to dashboard Cite

One of the key challenges in Information Literacy (IL) teaching in higher education is ensuring student engagement. As such, active learning approaches are encouraged in order to maximise student participation and interaction with the teaching. The use of audience response systems (ARSs) is one active learning approach which is being used increasingly in IL teaching. The purpose of this study is to investigate the effectiveness of ARSs in terms of increased engagement and student learning. Previous research has explored the use of ARSs as an active learning approach in comparison to traditional lectures, but this study aims to specifically examine the effectiveness of these tools as part of an active learning pedagogy. Most existing studies have looked at a single ARS, usually clickers. With an increase in availability and functionality of online tools, and discussions at a university level about moving to a single system which makes use of students’ own devices, this study also aims to compare the effectiveness of clickers and online ARSs. A controlled study was carried out on two cohorts of medical students at Queen Mary University of London comparing the use of clickers, online response tools, or a mixture of the two, to teaching without ARSs. Class observation and student evaluation were used to measure student engagement, and quizzes and student confidence levels to measure student learning. Results of the study showed that ARSs, when used as part of an active learning pedagogy, are an effective tool in terms of increasing student engagement, and have a generally positive impact on student learning, with online tools being slightly more effective than clickers. The study provides evidence which can be used by IL practitioners to help integrate ARSs into their teaching as well as inform institutional decisions on the use of these tools.

show abstract

Section: Active Learningmentioning

confidence: 99%

Using audience response systems to enhance student engagement and learning in information literacy teaching

Funnell

2017

JIL

View full text Add to dashboard Cite

show abstract

“…Recent papers suggest students have the greatest chance of acquiring such skills when strategies are embedded into course curricula (Boruff & Thomas, 2011;Chanock, Horton, Reedman, & Stephenson, 2012;Gunn et al, 2011;McWilliams & Allan, 2014;Shorten, Wallace, & Crookes, 2001), as embedding allows for the delivery in a meaningful context, thereby providing opportunity for students to develop the skills in the course of their discipline specific study program (Chanock, 2013;Chanock et al, 2012). Increasingly, embedded strategies are developed collaboratively with academic language and learning and information literacy specialists working together with discipline academics (Ambery, Manners, & Smith, 2005;Einfalt & Turley, 2009;Rae & Hunn, 2015;Wilkes, Godwin, & Gurney, 2015).…”

Section: Introductionmentioning

confidence: 99%

What is the Best Way to Develop Information Literacy and Academic Skills of First Year Health Science Students? A Systematic Review

Munn¹,

Small²

2017

EBLIP

View full text Add to dashboard Cite

Abstract Objective – This systematic review sought to identify evidence for best practice to support the development of information literacy and academic skills of first year undergraduate health science students. Methods – A range of electronic databases were searched and hand searches conducted. Initial results were screened using explicit inclusion and exclusion criteria to identify 53 relevant articles. Data on study design, student cohort, support strategy, and learning outcomes were extracted from each article. Quality of individual studies was considered and described narratively. Articles were classified and findings synthesized according to the mode of delivery of the intervention (Embedded, Integrated, or Adjunct) and classification of the study’s learning evaluation outcome (Organizational change, Behaviour, Learning, or Reaction). Results – Studies included in this review provide information on academic skills and information literacy support strategies offered to over 12,000 first year health science students. Courses targeted were varied but most commonly involved nursing, followed by psychology. Embedded strategies were adopted in 21 studies with Integrated and Adjunct strategies covered in 14 and 16 studies respectively. Across all modes of delivery, intervention formats included face-to-face, peer mentoring, online, and print based approaches, either solely or in combination. Most studies provided some outcomes at a level higher than student reaction to the intervention. Overall, irrespective of mode of delivery, positive learning outcomes were generally reported. Typically, findings of individual studies were confounded by the absence of suitable control groups, students self-selecting support and analysis of outcomes not accounting for these issues. As a result, there is very little unbiased, evaluative evidence for the best approach to supporting students. Nonetheless, our findings did identify poor student uptake of strategies when they are not interwoven into the curriculum, even when students were encouraged to attend on the basis that they had been identified at academic risk. Conclusions – The majority of studies included have reported positive learning outcomes following the implementation of academic skills and information literacy support strategies, irrespective of their mode of delivery (Embedded, Integrated, or Adjunct). Clear, rigorous evidence that embedded strategies offer superior learning outcomes compared to other delivery modes is lacking. However, because of poor student uptake of strategies offered outside curricula, embedded modes of academic and information literacy support are recommended for first year health science courses.

show abstract

“…However, there is also the sentiment that students are spoon-fed too much when they should be self-determining and left to struggle as a way of learning (Charlton, 2017). The integration of online delivery is an emerging trend in higher education (Larkin et al, 2016;Rae & Hunn, 2015), which provides an alternative learning space and encourages more self-directed learning. However, Larkin et al (2016) note that mature students object to too much content being placed online.…”

Section: Responsibility For Academic Skills Advisingmentioning

confidence: 99%

Making the Invisible Visible

Nègre

2021

Advances in Civil and Industrial Engineering

View full text Add to dashboard Cite

The purpose of this chapter is to explore how the invisible is being made visible in smart cities and regions. The research literature for urban approaches to making the invisible visible is explored in this chapter in the context of smart and responsive cities and regions, enabling the identification of opportunities for research and practice. Using an exploratory case study approach combined with an explanatory correlational design, this chapter reveals how people describe and assess their experience of cities as smart. An analysis of quantitative and qualitative data focusing on the constructs of heightening urban sensibilities and urbanizing sheds light on opportunities for both practice and research going forward. This chapter makes a contribution to 1) the research literature for urban approaches to the making of smarter and more responsive cities through making the invisible visible and 2) conceptual and practical thinking through formulation and operationalization of an emerging framework for making the invisible visible in urban spaces and regions.

show abstract

Assessing the Impact of Embedding Online Academic and Information Literacy Resources into a First Year Business Course

Cited by 12 publications

References 22 publications

Using audience response systems to enhance student engagement and learning in information literacy teaching

Using audience response systems to enhance student engagement and learning in information literacy teaching

What is the Best Way to Develop Information Literacy and Academic Skills of First Year Health Science Students? A Systematic Review

Making the Invisible Visible

Contact Info

Product

Resources

About