Integrating Library Instruction into the Course Management System for a First-Year Engineering Class: An Evidence-Based Study Measuring the Effectiveness of Blended Learning on Students’ Information Literacy Levels

Zhang, Qinqin; Goodman, Maren; Xie, Shiyi

doi:10.5860/crl.76.7.934

Cited by 48 publications

(33 citation statements)

References 8 publications

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“…Teaching research data management to graduate students is a trend within information literacy instruction (Carlson et al 2011;Qin and D'ignazio 2010;Whitmire 2015). A variety of pedagogies have been used, including one shot guest lectures (Westra and Walton 2015), online courses (Johnston and Jeffryes 2014b), traditional courses (Bracke and Fosmire 2015), workshops (Adamick, Reznik-Zellen, and Sheridan 2012), team-based active learning (Clement et al 2017), and blended learning (Zhang, Goodman, and Xie 2015).…”

Section: Introductionmentioning

confidence: 99%

Integrating Data Science Tools into a Graduate Level Data Management Course

Pascuzzi¹,

Nelson²

2018

JeSLIB

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Section: Introductionmentioning

confidence: 99%

Integrating Data Science Tools into a Graduate Level Data Management Course

Pascuzzi¹,

Nelson²

2018

JeSLIB

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“…In the introduction to the new frames, the authors wrote that "each library and its partners on campus will need to deploy these frames to best fit their own situation" [1]. As for example Zhang et al [15] note, IL teaching requires customization and attention to detail in order to take the differences between technical disciplines into consideration. Thus, the TUT Library has also adapted and combined the new IL frames to make them fit teaching in the technical fields, taking into account the philosophy behind them (see for example [9]).…”

Section: Modified Il Frames In Tut Librarymentioning

confidence: 99%

“…In spring 2016, the educational information specialist from the TUT Library met teaching staff and academic officers from each teaching subject in order to identify the most suitable courses for IL teaching at each level. The planning emphasized the approach of Zhang et al [15]: teaching by the library was integrated into the course content of degree programmes. An important selection criterion was that students had a clear need for information during the course, and the library's information retrieval teaching could help meet that need, ensuring that the students would be motivated.…”

Section: 2mentioning

confidence: 99%

Adapting the New ACRL Framework to IL Education at Tampere University of Technology

Sipilä

Miettinen

Tevaniemi

2019

Communications in Computer and Information Science

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In 2016, the Tampere University of Technology (TUT) Library adopted the new ACRL Framework for Information Literacy for Higher Education to its information literacy education. ACRL encourages libraries to deploy the frames to best suit their own situation and needs and, accordingly, the TUT Library has adapted the frames to better suit the needs of its technical students and researchers. This paper will present the ways in which the TUT Library has adapted the Framework to teaching of information literacy, how partnership with teaching staff members was built through active collaboration, and the initial results of these changes as evaluated by both students and teaching staff.

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“…The most common thrust has compared different instructional formats (such as in person vs. online), 11 or examined the efficacy of blended instruction programs that combine both approaches. 12 Other studies have compared the effectiveness of different online presentation modalities. 13 Still others have compared traditional one-shot sessions with more persistent modes of course-based librarystudent interaction, such as embedding.…”

Section: Small Group Studiesmentioning

confidence: 99%

A Multilevel Approach for Library Value Assessment

Schwieder

Hinchliffe

2018

C&RL

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We then build upon this review by showing that these three approaches can be combined into a "multilevel" research and assessment program. Each level has offsetting strengths and weaknesses; thus, combining them can promote the broadly based, systematic study and documentation of library value. We conclude by integrating all three approaches into a coordinated framework for academic library value assessment. The Structure of the Academic Library Value Literature By definition, library value studies typically seek to show that library usage or library programs provide benefits to users or contribute to key goals of the library's parent institutions. Most commonly, these impacts include promoting user information literacy, advancing student learning in subject fields, and increasing student graduation and retention rates. Other studies, typically conducted at large research universities, have focused on impacts like supporting faculty research and contributing to institutional imperatives like the securing of grants. The resulting body of scholarship is large and diverse, and it has produced a great deal of knowledge about library value. However, little attempt has been made to outline or distinguish between various approaches and methods or to consider this body of work as a whole. Literature reviews in most library value studies cite a small selection of previous work without taking a broader perspective, and even the Value of Academic Libraries report does not offer a means to fully conceptualize and analyze the literature in this field. Accordingly, it would be useful to have a general conceptual framework for library value studies. Such a framework could help to reduce the seeming complexity of this literature and more clearly reveal the elements (in other words, categories) within it. Categorization is key; it plays a central role in human cognition, serving to organize and simplify the world and various kinds of phenomena within it. 2 The benefits of effective categorization are quite familiar to librarians-library collections could not be readily organized or understood without the Dewey and Library of Congress classification systems. Levels of analysis represents an obvious choice for a categorization scheme. This concept, well established in several social sciences, posits that most social phenomena can be analyzed at multiple levels, ranging from smaller to larger units of aggregation. 3 For example, psychologists might view individual behavior as resulting from individual factors like a person's motivations or emotions. This seems obvious and natural, but it is not the only level that can be employed. Behavior can also be influenced by lowerlevel biological factors, such as chemical influences on the brain. In other words, an individual's actions can be explained through the effects of his or her constituent parts. Alternatively, individual behaviors can be shaped by factors at a higher level of aggregation (for example, by the dynamics of membership in a larger group). Research at all of these analytic...

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Integrating Library Instruction into the Course Management System for a First-Year Engineering Class: An Evidence-Based Study Measuring the Effectiveness of Blended Learning on Students’ Information Literacy Levels

Cited by 48 publications

References 8 publications

Integrating Data Science Tools into a Graduate Level Data Management Course

Integrating Data Science Tools into a Graduate Level Data Management Course

Adapting the New ACRL Framework to IL Education at Tampere University of Technology

A Multilevel Approach for Library Value Assessment

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