Online and face‐to‐face: evaluating methods for teaching information literacy skills to undergraduate arts students

Salisbury, Fiona; Ellis, Jenny

doi:10.1108/00242530310476715

Cited by 35 publications

(32 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Of the remaining seven studies, three were based in the U.K. (Brettle & Raynor, 2013;Walton & Hepworth, 2012;Swain et al, 2015 unpub. ), two in Australia (Churkovich & Oughtred, 2002;Salisbury & Ellis, 2003), one in Canada (Bordignon et al, 2016) and one in the Czech Republic (Kratochvil, 2014).…”

Section: Study Qualitymentioning

confidence: 99%

A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views

Weightman¹,

Farnell²,

Morris³

et al. 2017

EBLIP

View full text Add to dashboard Cite

212017 Weightman, Farnell, Morris, Strange, and Hallam. This is an Open Access article distributed under the terms of the Creative Commons-Attribution-Noncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), 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 -Evidence from systematic reviews a decade ago suggested that face-to-face and online methods to provide information literacy training in universities were equally effective in terms of skills learnt, but there was a lack of robust comparative research. The objectives of this review were (1) to update these findings with the inclusion of more recent primary research; (2) to further enhance the summary of existing evidence by including studies of blended formats (with components of both online and face-to-face teaching) compared to single format education; and (3) to explore student views on the various formats employed.Methods -Authors searched seven databases along with a range of supplementary search methods to identify comparative research studies, dated January 1995 to October 2016, exploring skill outcomes for students enrolled in higher education programs. There were 33 studies included, of which 19 also contained comparative data on student views. Where feasible, metaanalyses were carried out to provide summary estimates of skills development and a thematic analysis was completed to identify student views across the different formats.Results -A large majority of studies (27 of 33; 82%) found no statistically significant difference between formats in skills outcomes for students. Of 13 studies that could be included in a metaanalysis, the standardized mean difference (SMD) between skill test results for face-to-face versus online formats was -0.01 (95% confidence interval -0.28 to 0.26). Of ten studies comparing blended to single delivery format, seven (70%) found no statistically significant difference between formats, and the remaining studies had mixed outcomes. From the limited evidence available across all studies, there is a potential dichotomy between outcomes measured via skill test and assignment (course work) which is worthy of further investigation. The thematic analysis of student views found no preference in relation to format on a range of measures in 14 of 19 studies (74%). The remainder identified that students perceived advantages and disadvantages for each format but had no overall preference.Conclusions -There is compelling evidence that information literacy training is effective and well received across a range of delivery formats. Further research looking at blended versus single format methods, and the time implications for each, as well as comparing assignment to skill test outcomes would be valuable. Future studies should adopt a methodologically robus...

show abstract

Section: Study Qualitymentioning

confidence: 99%

A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views

Weightman¹,

Farnell²,

Morris³

et al. 2017

EBLIP

View full text Add to dashboard Cite

show abstract

“…A common and strong impediment to developing this institutional collective consciousness can often be the perception of many faculty that computer literacy equals information literacy. 12 Many writers suggest ways in which librarians can win the trust of faculty and demonstrate to them that their professional skills are not just limited to showing students how to "point and click" on a database. Shen and Gresham 13 offer advice on becoming more involved in faculty activities, being more service oriented as well as displaying proficiency with information technology.…”

Section: Is There An Information Literacy Skills Gap To Be Bridged? 205mentioning

confidence: 99%

Is There an Information Literacy Skills Gap to Be Bridged? An Examination of Faculty Perceptions and Activities Relating to Information Literacy in the United States and England

DaCosta

2010

CRL

View full text Add to dashboard Cite

Surveys of faculty were conducted at two higher education institutions in England and the United States to ascertain their perceptions of information literacy. Faculty were also asked about the extent to which they incorporated information literacy skills into their courses. Similarities were found across the two institutions both in the importance that faculty attached to information skills and what they actually did to incorporate the skills within curricula. The results reflect an information literacy skills gap between what faculty (and librarians) want for their students and the practical reality. Librarians and faculty should work collaboratively together to bridge this gap.his paper originally grew out of research conducted for a master's program in Educational Management, which was studied in the United Kingdom. The intention was to ascertain faculty views on information literacy, rather than just make assumptions on their knowledge of the skills and interest in the concept. It was also deemed highly relevant, if information literacy was to be promoted throughout the institution, for data on current faculty activity in this area to be gathered and evaluated. When the researcher moved from England to the United States, it was obvious that conducting a similar research exercise would be beneficial in another institution, and it is hoped that the findings from both might help enlighten future librarian/ faculty collaborative work. Literature ReviewThe opinions of faculty regarding information literacy and their levels of involvement in the teaching of it have interested librarians for many years. Studies have been published across the world outlining research on faculty perceptions of information literacy within specific institutions and disciplines. Much of this research has confirmed what librarians have suspected all along: Faculty generally agree on the importance of information literacy but

show abstract

“…En 1998 varios autores producen un perfeccionamiento del modelo; sin embargo la esencia se mantiene hasta el presente. El autor definió varios niveles, (Salisbury & Ellis, 2003):…”

Section: Antecedentes Del Estudiounclassified

Alfinev. Modelo para evaluar la alfabetización informacional en la educación superior en Cuba

Meneses-Placeres

Pinto-Molina

2012

View full text Add to dashboard Cite

Se presenta el resultado final de una investigación doctoral, referida al diseño de un modelo para evaluar la Alfabetización Informacional (ALFIN) en el escenario de la educación superior. Se enuncian conceptos sobre modelo, como eje central de la propuesta. Se examinan varias experiencias sobre modelos de evaluación de otros contextos aplicables a la ALFIN a escala internacional. Finalmente se presentan los principios teóricos y metodológicos que sustentan la propuesta, se describen sus componentes y la relación entre ellos, así como la valoración emitida por expertos internacionales sobre el modelo en cuestión.

show abstract

Online and face‐to‐face: evaluating methods for teaching information literacy skills to undergraduate arts students

Cited by 35 publications

References 3 publications

A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views

A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views

Is There an Information Literacy Skills Gap to Be Bridged? An Examination of Faculty Perceptions and Activities Relating to Information Literacy in the United States and England

Alfinev. Modelo para evaluar la alfabetización informacional en la educación superior en Cuba

Contact Info

Product

Resources

About