Student Engagement in One-Shot Library Instruction

Walker, Kevin W.; Pearce, Michael

doi:10.1016/j.acalib.2014.04.004

Cited by 48 publications

(39 citation statements)

References 24 publications

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“…Academic librarians have given a great deal of focus on understanding how to either enhance effectiveness of the one-shot interaction or to address whether the assessment tools used are appropriate measures of the 7 authentic outcomes. Walker and Pearce (2014), for example, examined the effect of greater engagement in the classroom through user-centered instruction. They found that, regardless of the delivery method, the one-shot is ineffective in "serving the information needs of students (p.…”

Section: Information Literacy and Embedded Librarianshipmentioning

confidence: 99%

Librarians in the Midst: Improving Student Research Through Collaborative Instruction

Shannon

2016

Journal of Political Science Education

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We test whether and how well the presence of an embedded librarian improves the quality of student research. Students in introductory-level courses tend to have very low levels of research skills and experience. Though faculty are frustrated by this lack of skills, both students and faculty tend to have only a peripheral knowledge of the role librarians can play in helping develop their research skills. Studies suggest that embedding librarians into course instruction is the preferred method for improving students' research skills, yet the political science teaching and learning literature rarely addresses this issue, or focus on single class experiences, measuring change in student knowledge and skills from the beginning to the end of a semester. We compare two International Politics courses taught in consecutive fall semesters with different levels of librarian involvement in the class. We assess the changes in quality and use of information sources in the final research papers, both from a bibliographic perspective (looking at the number, quality, and variety of sources used) as well as an information use perspective (looking at the relevance of cited material in supporting arguments).

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Section: Information Literacy and Embedded Librarianshipmentioning

confidence: 99%

Librarians in the Midst: Improving Student Research Through Collaborative Instruction

Shannon

2016

Journal of Political Science Education

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“…Our results further reveal a faculty-librarian collaboration "sweet spot" at the intermediate level. Not surprisingly, the traditional "oneshot," where there is no syllabus and/or assignment collaboration and the librarian pops into class once to briefly explain information literacy concepts, does not effectively build students' IL skills (Walker & Pearce, 2014). At the same time, IL skills were not significantly better when librarians were in the classroom many times.…”

Section: Resultsmentioning

confidence: 90%

“…Some studies take a maximalist approach, suggesting revamping student learning outcomes at the curricular (or campus) level, integrating multiple (five or more) library instruction sessions into courses, meeting individually with students at each step of the research cycle, faculty-librarian team teaching, or adding a hands-on semester long research lab to existing courses (Atwong & Heichman Taylor, 2008;Cassidy & Hendrickson, 2013;Gilbert, Knutson, & Gilbert, 2012;Hearn, 2005;Lampert, 2005;Lindstrom & Shonrock, 2006;Mackey & Jacobson, 2005). Others suggest that requiring students to attend just one library session makes a noticeable difference to student learning (Kenney, 2008;Pierce, 2009;Rinto & Cogbill-Seiders, 2014;Walker & Pearce, 2014).…”

Section: Ambivalence #2: Faculty-librarian Collaboration Is the Solutmentioning

confidence: 99%

A Pragmatic and Flexible Approach to Information Literacy: Findings from a Three-Year Study of Faculty-Librarian Collaboration

Junisbai

Lowe

Tagge

2016

The Journal of Academic Librarianship

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While faculty often express dismay at their students' ability to locate and evaluate secondary sources, they may also be ambivalent about how to (and who should) teach the skills required to carry out quality undergraduate research. This project sought to assess the impact of programmatic changes and librarian course integration on students' information literacy (IL) skills. Using an IL rubric to score student papers (n=337) over three consecutive first-year student cohorts, our study shows that when faculty collaborate with librarians to foster IL competencies, the result is a statistically significant improvement in students' demonstrated research skills. Our study also reveals a collaboration "sweet spot": The greatest gains accrue when librarians provide moderate input into syllabus and assignment design, followed by one or two strategically placed hands-on library sessions. Successful collaboration thus need not entail completely overhauling content courses so as to make library instruction the centerpiece. Quite the opposite, librarians can help reduce the potential burden on faculty by supporting discipline-and course-specific research goals, as well as by sharing resources and best practices in IL pedagogy.

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“…Data collected from student surveys are most often analyzed using descriptive statistics, such as percentages and averages, to identify differences between students' responses before and after receiving library instruction. As noted by Walker and Pearce (), however, descriptive statistics can provide some insight into student learning but cannot determine whether or not changes in student responses were statistically significant. A smaller number of studies (Bryan & Karshmer, ; Halpern, ) have used inferential statistics in a formal hypothesis testing framework, such as t ‐tests and analysis of covariance (ANCOVA), to obtain more conclusive and generalizable results.…”

Section: Research Methods Used In Previous Workmentioning

confidence: 98%

Librarian role‐playing as a method for assessing student information literacy skills

Rieh

Bradley

Brennan‐Wydra

et al. 2019

Proceedings of the Association for Information Science and Tech

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Researchers and practitioners alike have long investigated the effectiveness of information literacy instruction, addressing what to measure regarding student learning and how to measure it. The purpose of this paper is twofold. First, we review measures and methods that have been developed to assess student learning that results from information literacy instruction. We then present a study in which we employed a new research method of librarian role‐playing to examine the extent to which college students are capable of demonstrating their information literacy skills while acting as an academic librarian. We also incorporated card‐sorting exercises, asking about their perceived search difficulty before and after the role‐playing exercise. Ten role‐playing sessions were conducted by recruiting undergraduate students who had attended an information literacy instruction session 3–4 months prior as a part of their English writing course. Results showed that the librarian role‐playing method provided opportunities for participants to recall and reflect upon what they learned from information literacy instruction effectively. Results also indicated that the role‐playing method is potentially effective in developing students' meta‐cognition about their search behavior.

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Student Engagement in One-Shot Library Instruction

Cited by 48 publications

References 24 publications

Librarians in the Midst: Improving Student Research Through Collaborative Instruction

Librarians in the Midst: Improving Student Research Through Collaborative Instruction

A Pragmatic and Flexible Approach to Information Literacy: Findings from a Three-Year Study of Faculty-Librarian Collaboration

Librarian role‐playing as a method for assessing student information literacy skills

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