Embedded Information Literacy in the Basic Oral Communication Course: From Conception Through Assessment

Weaver, Kari; Pier, P. M.

doi:10.1080/15228959.2010.497455

Cited by 7 publications

(11 citation statements)

References 3 publications

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“…This amount of time, coupled with the lack of differences in student information literacy skills between a full-semester embedment and a two-week embedment provide support for the suggestions of Matthew and Schroeder (2006) and Calkins and Kvenild (2010) for a much shorter duration of embedment. The findings of this study support the findings of Carlock and Anderson (2007), Ferrer-Vinent and Carello (2008), Leibiger (2011), McMillen andFabbi (2010), Tennant and Miyamoto (2002), and Weaver and Pier (2010), that library instruction in a course that is directly related to and timed with assignments is successful in improving students' performance.…”

Section: Findings Related To the Literaturesupporting

confidence: 86%

Embedded Librarians: Just-In-Time or Just-In-Case? A Research Study

Heathcock

2015

Journal of Library & Information Services in Distance Learn

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Embedded librarians in online courses provide a wealth of service and information to students. Though students indicate that these services are valuable, the librarians providing embedded services frequently note that these projects are very time consuming. This study examines the provision of a less time-intensive model of embedded librarianship and its impact on students' performance on research-related assignments in their course. A librarian was embedded in four sections of a course for either two weeks or the full semester. Data indicated that there was no significant difference in student performance in any of the sections, which indicates that a limited-duration embedded librarian can be as successful as a full-semester embedded librarian.

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Section: Findings Related To the Literaturesupporting

confidence: 86%

Embedded Librarians: Just-In-Time or Just-In-Case? A Research Study

Heathcock

2015

Journal of Library & Information Services in Distance Learn

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“…The integration of information literacy into the curriculum presents the most opportunity for successful knowledge transfer of information literacy, as well as the highest barrier to entry for librarians (Bean & Thomas, 2010;Brendle-Moczuk, 2006;Hall, 2008;Hollister & Coe, 2003;Jacobs & Jacobs, 2009;Weaver & Pier, 2010). Integration into the curriculum has benefits both for acquired skills for the students as well as for exposure and comfort with the librarian/instructor (Bean & Thomas, 2010;Gandhi, 2005;Weaver & Pier, 2010). Project Information Literacy research has determined that a major need for undergraduate researchers is to have context for the learning objectives.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Providing instruction in the context of an assignment fills a crucial need for undergraduates (Head & Eisenberg, 2009a). Communication courses, by virtue of the secondary research required to prepare basic speeches, are particularly good venues for curriculum-embedded information literacy (Hall, 2008;Weaver & Pier, 2010). Creating speeches on a variety of topics should allow students to explore a variety of resources.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This study investigates the performance of firstyear engineering students during an introduction to a communications course when exposed to two different modes of presentation, a just-in-time model and a one-shot model. The literature indicates that the just-in-time model of instruction is likely to be more effective at building information literacy skills among the students (Hall, 2008;Martin, 2008;Weaver & Pier, 2010). Using a citation analysis model developed specifically to examine bibliographies and outline deliverables of engineering undergraduate students (Wertz, Ross, Fosmire, Cardella, & Purzer, 2011), this article seeks to demonstrate that the mode of instruction results in an increased information literacy of a students in a class and expands on a work-in-progress conference paper (Van Epps & Sapp Nelson, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

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One-shot or Embedded? Assessing Different Delivery Timing for Information Resources Relevant to Assignments

Epps¹,

Nelson²

2013

EBLIP

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Objective – This study aims to determine if the timing of library in-class presentations makes a difference in the type and quality of resources students use for each of four assignments in an introductory speech class. This comparison of content delivery timing contrasts a single, 50-minute lecture early in the semester with four approximately 12-minute lectures offered just before each assignment. Methods – First-year engineering students taking Fundamentals of Speech Communication provide the study group. Each speech assignment requires students to turn in an outline and list of references. The list of references for each student was given to the librarians, after the assignments were appropriately anonymized, for analysis of resource type, quality of resource, and completeness of citation. Researchers coded a random sample of bibliographies from the assignments using a framework to identify resource type (book, periodical, Web, facts & figures, unknown) and quality, based on intended audience and purpose (scholarly, entertainment, persuasion/bias), and compared them to each other to determine if a difference is evident. The authors coordinated what material would be presented to the students to minimize variation between the sections. Results – The study found a statistically significant difference between groups of students, demonstrating that the frequent, short library instruction sessions produce an increased use of high-quality content. Similarly, the sections with multiple library interactions show more use of periodicals than websites, while completeness of references is not significantly different across teaching methods. Conclusions – More frequent and timely interaction between students and library instruction increases the quality of sources used and the completeness of the citations written. While researchers found statistically significant differences, the use of a citation coding framework developed for specific engineering research and design tasks means the analysis done in this study is not as accurate as it might be with a framework designed for analyzing the resources required for researching and writing speech assignments.

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“…In its integrated design, the larger project of which this study is a part seeks to contribute to research on and applications of information literacy frameworks within Communication. Existing work in this area ranges from high-level discussions of ways to conceptualize information literacy instruction within a communication curriculum (Gersch et al, 2016;McCall & Ellis, 2017;Rustic & Wood, 2017) to actual, curriculum-integrated models that demonstrate the value of pairing information literacy with communication instruction (Herakova, Bonnet, & Congdon, 2017;Hunt, Simonds & Simonds, 2009;Meyer, Hunt, Hopper, Thakkar, Tsoubakopoulos, & Hoose, 2008;Nielson & Jetton, 2014;Weaver & Pier, 2010;Sjoberg & Ahlfeldt, 2010). Most often in the form of case studies, such research presents strategies for improving students' ability to critically assess and use information through various interventions or instructional methods (e.g., librarian-aided course design; multiple, short research sessions rather a standalone workshop; extracurricular consultations with librarians).…”

Section: Literature Review Information Literacymentioning

confidence: 99%