Effective Methods for Teaching Information Literacy Skills to Undergraduate Students: A Systematic Review and Meta-analysis

Abstract

Objective -The objective of this systematic review was to assess which library instruction methods are most effective for improving the information skills of students at an introductory, undergraduate level, using cognitive outcomes (measuring changes in knowledge). The study sought to address the following questions: 1) What is the overall state of research on this topic? 2) Which teaching methods are more effective?Methods -This project utilised systematic review methodology. Researchers searched fifteen databases and retrieved 4,356 potentially relevant citations. They reviewed the titles and abstracts for relevance, and of those, 257 complete articles were considered in-depth using a predetermined inclusion/exclusion form. There were 122 unique studies that met the inclusion criteria and were subjected to an extensive data extraction and critical appraisal process. Of these studies, 55 met author-defined quality criteria to provide information on the effectiveness of different teaching methods. From this review there was Results -The overwhelming majority of studies were conducted in the United States (88%). Experimental or quasi-experimental research methods were used in 79 studies (65%). Teaching methods used in the studies varied, with the majority focused on traditional methods of teaching, followed by computer assisted instruction (CAI), and self-directed independent learning (SDIL). Studies measured outcomes that correlated with Bloom's lower levels of learning ('Remember', 'Understand', 'Apply').Sixteen studies compared traditional instruction (TI) with no instruction, and twelve of those found a positive outcome. Meta-analysis of the data from 4 of these studies agreed with the positive conclusions favouring TI. Fourteen studies compared CAI with traditional instruction (TI), and 9 of these showed a neutral result. Meta-analysis of 8 of these studies agreed with this neutral result. Another group of 6 studies compared SDIL with no instruction, and meta-analysis of 5 of these agreed that the result was positive in favour of SDIL.Conclusion -Based on the results of the meta-analysis, there is sufficient evidence to suggest that CAI is as effective as TI. Evidence also suggests that both TI and SDIL are more effective than no instruction. Additional comparative research needs to be done across different teaching methods. Studies comparing active learning (AL), CAI, and SDIL would greatly enrich the research literature. Further studies utilizing appropriate methodologies and validated research tools would enrich our evidence base, and contribute to the growth of knowledge about effectiveness of particular teaching methods. IntroductionInformation literacy is a topic of great interest in the field of library and information studies, particularly among academic librarians, who view teaching as an important role (Baruchson-Arbib and Bronstein; Godwin; Peacock). The National Forum on Information Literacy defines information literacy as "the ability to know when there is a need for information, to be ...

Assessment of Online Information Literacy Learning Objects For First Year Community College English Composition

“…al., 2007;Koufogiannakis & Wiebe, 2006;Silver & Nickel, 2005) this preliminary study reaffirmed that exposure to IL instruction, regardless of method of deliveryeither through online modules or face-to-face librarian instruction-increases IL skills of students. Overall, for both groups there was an increase in test scores after online and face-toface instruction.…”

“…Post-tests on material covered, including questions on confidence level and preferred mode of instruction, showed that there was no difference between the tutorial and classroom instruction in terms of quiz results (Silver & Nickel, 2005). Koufogiannakis and Wiebe's (2006) systematic review of 122 unique studies found that instruction provided electronically was just as effective as more traditional instruction. Specifically, "fourteen studies compared [Computer Assisted Instruction] CAI with traditional instruction (TI), and 9 of these showed a neutral result.…”

Independent Searching During One-Shot Information Literacy Instruction Sessions: Is It an Effective Use of Time?

“…Portmann & Roush (2004) found that ILI increased library usage, though not library skills. One of Koufogiannakis and Wiebe's (2006) findings from their meta-analysis of ILI studies was that, overall, instruction of any variety was better than no instruction. Other research has focused on the effectiveness of particular interventions.…”

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