Integrating information literacy training into an inquiry-based introductory biology laboratory

Tsunekage, Toshi; Bishop, Christopher R.; Long, Casey M.; Levin, Iris I.

doi:10.1080/00219266.2019.1600569

Cited by 11 publications

(10 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The previous researches disclose that the Biology curriculum has not explicitly integrated information literacy in classes and laboratories. Consequently, students' literacy skill is poor [12]. It is in line with another research identifying that students' information literacy skill is low.…”

Section: Introductionsupporting

confidence: 83%

“…Having information literacy skills, the students establish their hypotheses based on literature, produce bibliographies, collect and analyze data, and present their findings in short discussions which come from the literature they quote before [12]. Hence, appropriate and proven methods or strategies are required to guide students to obtain various information sources that are constantly developing.…”

Section: Literacy Information Skill Of Biology Students In General Bi...mentioning

confidence: 99%

See 1 more Smart Citation

Uncovering the Information Literacy and Communication Skills of Biology Students in The State University of Makassar

Saenab

Zubaidah

Mahanal

et al. 2022

JNP

View full text Add to dashboard Cite

Today's world necessitates information literacy and communication abilities. Mastery of information literacy and communication skills has a long-term impact on students' careers, hence information literacy and communication skills should be taught from the beginning of the lecture, while students are still in first year. This study aimed to assess information literacy skills and communication skills of students in Biology department, State University of Makassar. The population of this study was all first year students (six classes), in the academic year of 2018/2019, who took the General Biology Course. Three classes (N = 112) became samples of this research. The research instruments were rubric of information literacy skills and communication skills. Two observers were employed to examine students skill occurring in four meetings course. The study found that Biology student information literacy skills are generally in progress level. Meanwhile, the majority of the students’ communication skills are in able tier level (level 2). The results of mapping information literacy and student communication skills can be used as input for educators in designing learning.

show abstract

Section: Introductionsupporting

confidence: 83%

Section: Literacy Information Skill Of Biology Students In General Bi...mentioning

confidence: 99%

Uncovering the Information Literacy and Communication Skills of Biology Students in The State University of Makassar

Saenab

Zubaidah

Mahanal

et al. 2022

JNP

View full text Add to dashboard Cite

show abstract

“…Educationally, we were happy with the peer assessment process as it achieved all three outcomes. First, peer-reviewing projects forced students to critically scrutinise content (Catherine 2002, Tsunekage 2019. This was evident in that some students commented on the amount of effort some of their fellow students put into the projects.…”

Section: Discussionmentioning

confidence: 99%

“…This accomplished three learning objectives. First, it got them to critically assess content, which is important in science, technology, engineering, and mathematics (STEM) careers (Catherine 2002;Tsunekage 2019). Second, it exposed them to 20 topics we most likely would not have discussed in class.…”

Section: Introductionmentioning

confidence: 99%

Using a social media project as a way to get students to communicate conservation messages to the general public

Shrader

Louw

2021

Journal of Biological Education

View full text Add to dashboard Cite

For conservation biologists to be effective, they need to be able to communicate to the general public. In today's world, communicating means tapping into social media platforms. To get our final-year undergraduate students to engage with using social media as a communication tool, we had each of them create a video, blog, or podcast about a conservation issue they were passionate about. We provided guidance throughout the process but used self-regulated learning as our framework to get the students to engage with the learning process. We further expanded on this by having the students peer-mark 20 of their classmates' projects. This achieved three outcomes, 1) they critically assessed content, 2) it exposed them to topics not covered in class, and 3) they could compare their achievements with those of their peers. To measure our success, we conducted an anonymous survey at the end of the course. Student feedback was very positive with creative freedom, peer-marking, and exposure to science communication being frequent responses. Ultimately, the project achieved our educational goals of fostering self-regulated learning and exposing the students to 21 st century skills (e.g. critical thinking, creativity, communication, ICT skills) that they would likely use in their future careers.

show abstract

“…Information literacy helps students become more self-assured and autonomous so they can carefully achieve their objectives in learning [1]. Literature reviews are essential in scientific investigations and thus highly valued in the academic world when it comes to problem-solving exercises, particularly in biology learning [2]. This set of exercises also aids students in formulating theories related to biology learning, particularly those pertaining to the use of data to address various instances of environmental pollution.…”

Section: Introductionmentioning

confidence: 99%

Collaborative mind mapping in RICOSRE learning model to improve students’ information literacy

Badriah,

Mahanal,

Lukiati

et al. 2024

IJERE

View full text Add to dashboard Cite

<span lang="EN-US">This research aimed to determine how the reading, identifying problem, constructing solution, solving problem, reviewing and extending problem solution (RICOSRE) learning model integration with collaborative mind mapping affects students’ information literacy in higher education institutions. This quasi-experimental study used a pretest-posttest non-equivalent control group design. There were 40 multiple-choice questions selected to assess student information literacy. All instruments have been validated and are reliable. The data were collected from 100 participants who were college students enrolled in the environmental pollution course of the biology education degree program at Siliwangi University, Indonesia. To analyze the research data, analysis of covariance (ANCOVA) was used at a 5% level of significance, followed by the least significance difference (LSD) test. The ANCOVA results showed that the RICOSRE-CMM learning model impacted students’ information literacy. LSD scores were significantly different in terms of students’ information literacy. It can be concluded that the RICOSRE-CMM model could enhance each component of information literacy as these components have been integrated into the learning model syntax, which involves a series of information discovery and analysis processes during group work to find a solution to a problem.</span>

show abstract

Integrating information literacy training into an inquiry-based introductory biology laboratory

Cited by 11 publications

References 17 publications

Uncovering the Information Literacy and Communication Skills of Biology Students in The State University of Makassar

Uncovering the Information Literacy and Communication Skills of Biology Students in The State University of Makassar

Using a social media project as a way to get students to communicate conservation messages to the general public

Collaborative mind mapping in RICOSRE learning model to improve students’ information literacy

Contact Info

Product

Resources

About