Good IDEA: Instructional Design Model for Integrating Information Literacy

Mullins, Kimberly

doi:10.1016/j.acalib.2014.04.012

Cited by 32 publications

(26 citation statements)

References 10 publications

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“…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

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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.

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Section: Active Learningmentioning

confidence: 99%

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

Funnell

2017

JIL

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“…Specifically, Simons et al (2012) suggest that effective information literacy training should be embedded in the curriculum and clinical environment to facilitate patient care and lifelong learning. Throughout this exploration of different approaches, the notion of engagement is central (Walker & Pearce, 2014), and there has been increasing interest in the development of systematic approaches to integrating information literacy training into academic curricula (Moselen and Wang, 2014;Mullins, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

NICE Evidence Search: Student Peers' Views on their Involvement as Trainers in Peer-based Information Literacy Training

Sbaffi

Johnson

Griffiths

et al. 2015

The Journal of Academic Librarianship

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This research seeks to contribute to understanding of peer-based models of information literacy training, through gathering insights from peer trainers (champions) in a scheme designed to promote the use of a national health and social care information portal, Evidence Search (ES), amongst university students in mainly in the health professions. Specifically, this article focuses on the benefits and learning that the peer trainers derive from their involvement in the scheme. This article reports on focus groups conducted with student champions. Findings suggest that champions believe that they have learnt a lot about information searching and evaluation from their engagement as champions, as well as developing their teaching, planning and organisational skills. They now reported using Evidence Search as a first port-of-call for information for an assignment, although they still used Google. Students' choice of queries for their training session was influenced by their recent experience with study units or placements. In addition, many acted as advocates, making recommendations to friends (for study) or colleagues (in practice settings). Questionnaire data showed that champions regarded Evidence Search as credible, trustworthy and reliable, and that their approach to searching for and evaluating information is that of an expert.

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“…Formative and summative assessment efforts are an important stage in the instructional design cycle (Booth, 2011;Mullins, 2014). According to Mullins (2014), summative assessments in particular, allows for instructional modifications to guide IL efforts at a programmatic level. Formative assessment, on the other hand, allows for instructional modifications at the session level.…”

Section: Instructional Redesignmentioning

confidence: 99%

“…Formative assessment, on the other hand, allows for instructional modifications at the session level. In Mullins' IDEA model for instruction design, assessment forms the final stages in efforts to assess effectiveness of instruction interventions (Mullins 2014). Similarly, in Booth's USER model of reflective library instructional design, assessment forms a part of the reflect stage, which librarians use to assess the impact of instruction and revise the approach based on the findings (Booth 2011).…”

Section: Instructional Redesignmentioning

confidence: 99%

Evidence-based instruction:

Carbery

Leahy

2015

JIL

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By 'open access' to this literature, we mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. The only constraint on reproduction and distribution, and the only role for copyright in this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited."

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Good IDEA: Instructional Design Model for Integrating Information Literacy

Cited by 32 publications

References 10 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

NICE Evidence Search: Student Peers' Views on their Involvement as Trainers in Peer-based Information Literacy Training

Evidence-based instruction:

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