Information literacy supporting student motivation and performance: Course-level analyses

Abstract

This study examines the effects of information literacy (IL) on student learning and motivation in university courses. We investigated student course-level learning gains and student perceptions of their learning environments by examining data from over 3,000 students in 102 course sections across seven colleges. Results provide evidence of the following: 1) students who synthesize information and communicate the results tend to perceive higher levels of motivation than students who do so less often; 2) there is a significant positive relationship between synthesizing information and communicating the results and course level learning gains. Our results point to the efficacy of IL being integrated into learning disciplinary course content, as well as the benefit of prioritizing high-order IL activities, such as synthesizing information, over other the aspects of IL, such as searching or formatting citations.

Information literacy skill: An alternative to support biology student’s learning outcomes

“…Other research was conducted by Lavallee (2009b, 2009a) showed that there is an influence between information literacy and student learning outcomes. Flierl et al (2018) argue that giving student assignment to synthesize information and communicate results throughout one semester are correlate positively with academic achievement. The results of the ANCOVA test show that information literacy influences learning outcomes.…”

“…At the beginning of the sign has a concept to connect science with other disciplines, student can write scientific terms, but they still have misunderstandings (Fakhriyah, Masfuah, Roysa, Rusilowati, & Rahayu, 2017). According to Flierl et al (2018) the relationship between information literacy and student achievement varies based on the rating scale. The range of studies of small-scale investigations offers in detail how students use information for specific tasks and large-scale studies related to library resources.…”

“…McFarlane (2013) states that learning science is advancing factual, principle and procedural knowledge through scientific means. Flierl, Bonem, Maybee, and Fundator (2018) emphasize information literacy as an essential result of undergraduate education. Porter et al (2010) add that it is necessary to provide authentic learning opportunities for first-year biology students by exploring science as a process, so students may turn into information literates.…”

Embedding the New Information Literacy Framework in Undergraduate Political Science Courses

“…Disciplinary buy-in to teaching IL is critical because undergraduates across various academic fields generally lack advanced IL skills (Flierl et al 2018). Moreover, teaching IL is perhaps even more important for political science faculty compared to those in other disciplines.…”

“…Although IL is universally important and particularly critical to political science, students taking courses in the discipline (both majors and nonmajors) often do not have the necessary skills. 3 Fortunately, past research also demonstrates that dedicated IL instruction can be effective in improving students' work across various disciplines (Flierl et al 2018) and specifically in political science courses (Gilbert, Knutson, and Gilbert 2012;Williams, Goodson, and Howard 2006;Williams and Evans 2008). For instance, Shannon and Shannon (2016) compared two iterations of the same course on international politicsadministered once with and once without an IL componentand found that IL instruction improved student papers on several dimensions, including the use of source material and overall quality (see also Marfleet and Dille 2005).…”