Information Literacy Instruction and Assessment in an Honors College Science Fundamentals Course

Johnson, Corey; Anelli, Carol M.; Galbraith, Betty; Green, Kimberly

doi:10.5860/crl-166

Cited by 21 publications

(17 citation statements)

References 8 publications

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“…The findings of Johnson, Anelli, Galbraith, and Green (2011) agree with those of the present study: their Honors students demonstrated the same problems as the others in locating the library's resources.…”

Section: Do Different Student Populations (Class Years Honors Studensupporting

confidence: 91%

What Five Minutes in the Classroom Can Do to Uncover the Basic Information Literacy Skills of Your College Students: A Multiyear Assessment Study

Hsieh¹,

Dawson²,

Carlin³

2013

EBLIP

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the terms of the Creative Commons-Attribution-Noncommercial-Share Alike License 2.5 Canada (http://creativecommons.org/licenses/by-ncsa/2.5/ca/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -Librarians at Rider University attempted to discern the basic information literacy (IL) skills of students over a two year period (2009)(2010)(2011). This study aims to Evidence Based Library and Information Practice 2013, 8.3 35 explore the impact of one-session information literacy instruction on student acquisition of the information literacy skills of identifying information and accessing information using a pretest/posttest design at a single institution. The research questions include: Do different student populations (in different class years, Honors students, etc.) possess different levels of IL? Does the frequency of prior IL Instruction (ILI) make a difference? Do students improve their IL skills after the ILI?Methods -The librarians at Rider University developed the test instruments over two years and administered them to students attending the ILI sessions each semester. The test was given to students as they entered the classroom before the official start-time of the class, and the test was stopped five minutes into the class. A pretest with five questions was developed from the 1st ACRL IL Standards. A few demographic questions were added. This pretest was used in fall 2009. In spring 2010, a second pretest was developed with five questions on the 2 nd ACRL IL Standards. Students of all class years who attended ILI sessions took the pretests. In 2010-2011, the pretest combining the 10 questions used in the previous year was administered to classes taking the required CMP-125 Research Writing and the BHP-150 Honors Seminar courses. An identical posttest was given to those classes that returned for a follow-up session. Only the scores from students taking both pretests and posttests were used to compare learning outcomes.Results -Participants' basic levels of IL skills were relatively low. Their skills in identifying needed resources (ACRL IL Standards 1) were higher than those related to information access (ACRL IL Standards 2). Freshmen in the Honors Seminar outperformed all other Rider students. No differences were found in different class years or with varying frequencies of prior IL training. In 2010-2011, students improved significantly in a few IL concepts after the ILI, but overall gains were limited.Limitations -Many limitations are present in this study, including the challenge of developing ideal test questions and that the pretest was administered to a wide variety of classes. Also not all the IL concepts in the test were adequately addressed in these sessions. These factors would have affected the results. Conclusions -The results defy a common assumption that ...

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Section: Do Different Student Populations (Class Years Honors Studensupporting

confidence: 91%

What Five Minutes in the Classroom Can Do to Uncover the Basic Information Literacy Skills of Your College Students: A Multiyear Assessment Study

Hsieh¹,

Dawson²,

Carlin³

2013

EBLIP

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“…There were also discussions about the characteristics of historian-produced sources, and what makes scholarly, primary, or secondary sources. This finding substantiates the work from Johnson (2011), which showed students incorporate more scholarly works into their writing after library instruction. Regarding the Argument Building outcome, the library sessions helped guide students to relevant historical and scholarly materials.…”

Section: Discussionsupporting

confidence: 74%

Measuring Library Impacts through First Year Course Assessment

Luetkenhaus¹,

Hvizdak²,

Johnson³

et al. 2017

Comminfolit

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This study shows the value of library instruction in the building of first-year students' information literacy skills and it illustrates librarians as partners in leading student learning outcome assessment. Using research papers from a required first-year course, raters from units across the institution evaluated student information literacy (IL) skill development. Students performed at a "Proficient First Year" level for most information literacy skill areas. The authors found there was a significant correlation between IL skill development and participation in one or more library instruction sessions. For this reason, the authors posit that liaison librarians are in a stronger and more stable collaborative position when they can demonstrate that their work has positive correlations with student learning.

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“…23 Johnson did a recent study with a WSU Honors College course concluding that after library instruction, students incorporate more scholarly works in their writing. 24 The Roots LRAs also include pointed library instruction that is most likely connected to student success with utilizing scholarly works in their essays.…”

Section: Discussionmentioning

confidence: 99%

First Year Course Programmatic Assessment: Final Essay Information Literacy Analysis

Luetkenhaus

Borrelli

Johnson

2015

RUSQ

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Washington State University recently launched a new general education system with a foundational first year course called Roots of Contemporary Issues. Roots features a set of library research assignments and a culminating final essay, jointly developed and maintained by Roots instructors and librarians. A group of Roots instructors and a WSU librarian conducted a study to assess the achievement of the information literacy, and critical and creative thinking student learning outcomes associated with the research project. The group found that students were proficient at the first year level in terms of utilizing scholarly materials and source attribution. The students were less successful concerning argument building and source analysis; they struggled most with thesis development. Adjustments to the assignments were made in light of these results and the findings contributed to the larger university-wide assessment program.

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Information Literacy Instruction and Assessment in an Honors College Science Fundamentals Course

Cited by 21 publications

References 8 publications

What Five Minutes in the Classroom Can Do to Uncover the Basic Information Literacy Skills of Your College Students: A Multiyear Assessment Study

What Five Minutes in the Classroom Can Do to Uncover the Basic Information Literacy Skills of Your College Students: A Multiyear Assessment Study

Measuring Library Impacts through First Year Course Assessment

First Year Course Programmatic Assessment: Final Essay Information Literacy Analysis

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