Information Literacy in the Active Learning Classroom

Maybee, Clarence; Doan, Tomalee; Flierl, Michael A.

doi:10.1016/j.acalib.2016.07.005

Cited by 17 publications

(6 citation statements)

References 13 publications

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“…Another study found no significant difference between outcomes for students in classes that used active learning techniques in both technology-rich environments and low-technology classrooms (Nicol et al, 2017). The growing body of research on the impact of active learning instruction techniques can inform librarian's teaching as well as their collaboration with faculty (Maybee et al, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

It looks nice, but does it work? Using student learning outcomes to assess library instructional spaces

Jarocki

2019

PMM

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Purpose The purpose of this paper is to discuss how a mixed-methods approach to assessing student learning was used to determine the efficacy of redesigned library instructional spaces. Design/methodology/approach In 2017, the library at San Diego State remodeled a classroom to support active learning. The author undertook a pilot study to compare outcomes from the active learning classroom (ALC) and the traditional computer lab (CL) classroom. The assessment was done after one-shot library sessions for four sections of the same course in the ALC and the CL. Students completed surveys to assess their reactions to the instruction and e-mailed the librarian copies of the articles that they selected which were analyzed for quality using a rubric. Findings The mean scores from the CL classroom sections were slightly higher for the survey questions, though it was not statistically significant. The articles selected by students in the ALC had a slightly higher average quality score on the rubric, however, it was not large enough to be statistically significant. Research limitations/implications This was a limited assessment project and the results may not be generalizable to other institutions or types of instruction. Overall, students selected high-quality resources and felt positive about the library after instruction in both library classrooms. The data did not demonstrate significant improvements in student learning outcomes or attitudes in the remodeled ALC. Originality/value This mixed-methods assessment technique can be used to evaluate student learning and attitudes about the library and may be adapted by other librarians. It may also be of interest to those interested in designing learning spaces in libraries.

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Section: Literature Reviewmentioning

confidence: 99%

It looks nice, but does it work? Using student learning outcomes to assess library instructional spaces

Jarocki

2019

PMM

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“…The second session focused on a review of active learning approaches to data and information literacy. Faculty were asked to identify specific data management topics and skills that might best be taught using active learning and creative strategies (Whitmire 2015, Maybee et al 2016, Bhargava et al 2016 By the end of the second session, faculty determined that it would be desirable for the author to create a for-credit data management course for the humanities and social sciences, as it would be difficult to cover a full range of data management and curation topics in existing courses. For the third and final session, the group was joined by the CLA Associate Dean for Research and Graduate Education and asked to identify potential learning objectives for a credit-bearing course.…”

Section: Undergraduate Studentsmentioning

confidence: 99%

Data Management and Curation for Qualitative Research: Collaborative Curriculum Development and Implementation

Roark

2020

JeSLIB

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Objective: This eScience in Action article describes the collaborative development process and outputs for a qualitative data curation curriculum initiative led by a library faculty (research data specialist) at an R1 research university. Methods: The collaborative curriculum development activities described in this article took place between 2015-2020 and included 1) a college-wide “call out” meeting with graduate methods instructors and additional one-on-one conversations, 2) a year-long training series for disciplinary faculty teaching graduate-level qualitative research methods courses, 3) guest lectures and co-curricular workshops, and 4) the development of a credit-bearing graduate-level course. Results: This practice-based article includes a reflection on the collaborative curriculum development process and impacts, including the development of networks between the Library and qualitative researchers across campus. The article provides a proof-of-concept example for developing relevant and trustworthy library data services for humanities and qualitative social-science researchers. Conclusions: Curriculum development activities focused predominately upon researcher-centered perspectives and identified needs. However, changes in institutional expectations for library faculty (i.e. requirement to teach credit-bearing courses) played a major role in how the curriculum was implemented, its impact and continued sustainability of outputs going forward.

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“…Writing about the faculty development effort at Trinity University in San Antonio, Texas, Maybee, & Fundator Academic Librarians' Experiences as Faculty Developers to integrate IL across the undergraduate curriculum, Jumonville (2014) noted differences between how librarians expressed their goals and how faculty described the ways they wanted their students to use information. Observing similar divergences in goals, Maybee, Doan, and Flierl (2016) recommended librarians and faculty use course learning goals as a guide for determining how students need to use information within the specific learning environment.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The results indicate that in a professional development context, IL may be viewed not as an end unto itself but as a means of helping an instructor achieve a pedagogical goal. For instance, one such goal would be increasing student engagement by having students find, analyze, and synthesize information in a disciplinary, authentic way (Maybee, Doan, & Flierl, 2016). The findings suggest that academic librarians are capable of becoming skillful faculty developers through experiences that align with the four key aspects of faculty development work (Fundator & Maybee, 2019).…”

Section: Implications and Future Directionsmentioning

confidence: 99%

Academic Librarians’ Experiences as Faculty Developers: A Phenomenographic Study

Flierl¹,

Maybe²,

Fundator³

2019

comminfolit

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Academic libraries are integral to the teaching and learning missions of colleges and universities. Yet, libraries continue to face substantial challenges in their work to advance student learning, especially regarding the sustainability and scalability of their instructional efforts. This paper describes a phenomenographic research project that investigated the varied experiences of Purdue University Libraries faculty members participating in the IMPACT faculty development program. The findings suggest that academic librarians are capable of acting as faculty developers who can engage faculty in conversations, which may or may not relate to information literacy, to advance student-centered teaching and learning environments.

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Information Literacy in the Active Learning Classroom

Cited by 17 publications

References 13 publications

It looks nice, but does it work? Using student learning outcomes to assess library instructional spaces

It looks nice, but does it work? Using student learning outcomes to assess library instructional spaces

Data Management and Curation for Qualitative Research: Collaborative Curriculum Development and Implementation

Academic Librarians’ Experiences as Faculty Developers: A Phenomenographic Study

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