The Librarian, the Machine, or a Little of Both: A Comparative Study of Three Information Literacy Pedagogies at Oakland University

Kraemer, Elizabeth W.; Lombardo, Shawn V.; Lepkowski, Frank J.

doi:10.5860/crl.68.4.330

Cited by 67 publications

(55 citation statements)

References 4 publications

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“…Similar to previous studies (Anderson & May, 2010;Kraemer et. al., 2007;Koufogiannakis & Wiebe, 2006;Silver & Nickel, 2005) this preliminary study reaffirmed that exposure to IL instruction, regardless of method of deliveryeither through online modules or face-to-face librarian instruction-increases IL skills of students.…”

Section: Discussionsupporting

confidence: 82%

“…Meta-analysis of 8 of these studies agreed with this neutral result" (Koufogiannakis & Wiebe, 2006, p. 4). Kraemer et al (2007) compared three instructional methods: online instruction only, live instruction, and a hybrid combination in a first-year writing course. They concluded with a "high degree of confidence that significant improvement in test performance occurred for all subjects following library instruction, regardless of the format of that instruction" (Kraemer et.…”

Section: Comparisons In Library Instructional Delivery Methodsmentioning

confidence: 99%

“…While building on earlier similar studies (Anderson & May, 2010;Gunn & Miree, 2012;Johnston, 2010;Kraemer et. al., 2007;Mery et al, 2014;Zhang, Goodman, & Xie, 2015), the departure lies mainly with a focused or narrow method by testing only student performance.…”

Section: Type Of Assessmentmentioning

confidence: 99%

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Assessment of Online Information Literacy Learning Objects For First Year Community College English Composition

Bordignon

Strachan

Peters

et al. 2016

EBLIP

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Objective -The main objective was to determine whether information literacy (IL) learning objects (LOs) impact student IL competency, specifically in a foundational first year English composition course. The primary research question was: What is the effectiveness of IL LOs compared to face-to-face instruction in terms of students' skill acquisition?Methods -The methods involved testing student IL competency through a multiple-choice test given pre-and post-IL intervention. Effectiveness was measured by assessing whether IL competency improves after exposure to one of two interventions: online IL LOs or face-to-face librarian-led workshop. Over two semesters, equal sections of the course were tested for each of these interventions. For the IL LOs group, students first completed a pre-test, then they worked independently through three online IL LOs. The three IL LOs were videos comprised of animation, screen casting, and video capture on these topics: Finding Articles at Seneca Libraries (hereafter referred to as Finding Articles), Finding Articles on Current Issues, and Popular and Scholarly Sources. The students were then given the same test again. For the face-to-face group, the pre-and post-tests were also required for the same number of sections. This study was conducted under institutional ethics approval.Results -Descriptive analysis revealed student test scores increased for both interventions, IL LOs and face-to-face. Test scores increased, on average, between 14 to 37%. In comparing posttests, results revealed a statistically significant difference only with the first topic, Finding Articles. In this case, the IL LOs (video) group outperformed the face-to-face group by at least 10%. No significance, in terms of performance from pre-and post-test scores, was found for the other two topics.Conclusion -Both IL LO and face-to-face library led workshop interventions had a positive impact on students' IL skill acquisition as evidenced by an overall increase in average test Evidence Based Library and Information Practice 2016, 11.2 52 scores. One IL LO on Finding Articles significantly outperformed the face-to-face class equivalent. Further study is needed to track individual student performance.

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Section: Discussionsupporting

confidence: 82%

Section: Comparisons In Library Instructional Delivery Methodsmentioning

confidence: 99%

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Assessment of Online Information Literacy Learning Objects For First Year Community College English Composition

Bordignon

Strachan

Peters

et al. 2016

EBLIP

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“…Of the 33 studies, 11 were randomized controlled trials (Brettle & Raynor, 2013;Churkovich & Oughtred, 2002;Goates et al, 2016;Greer et al, 2016;Koenig & Novotny, 2001;Kraemer et al, 2007;Lechner, 2007;Schilling, 2012;Shaffer, 2011;Swain et al, unpub;Vander Meer & Rike, 1996), whereas the remaining studies were (non-randomized) controlled before and after studies.…”

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

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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...

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“…3 Online instruction is seen as a solution for provision of instruction for a seemingly never-ending increase in student enrollment and campus administrations' demand for online instruction. 4 The use of online tutorials provides a consistent standardized instructional delivery mechanism as well as a selfdirected engaging learning environment. 5 The online environment lends itself to providing students with instant feedback on their learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Why One-shot Information Literacy Sessions Are Not the Future of Instruction: A Case for Online Credit Courses

Mery

Newby²,

Peng³

2012

CRL

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This paper reports on a research project that examined the test scores of students who took part in an online information literacy course. Researchers analyzed the pre-and post-test scores of students who received different types of instruction including a traditional one-shot library session and an online course. Results show that students who participated in the online course demonstrated significant improvement in their test scores compared to the other students. This study shows freshman students' needs for more comprehensive information literacy instruction. It also shows that information literacy instruction can be effective when delivered online. BackgroundThe University of Arizona Libraries (UAL) has had a decades-long history of working with the English Department's Freshman Writing Program in support of the goals of the General Education Curriculum. Until recently, information literacy (IL) instruction for composition courses had traditionally taken the form of one-shot, fifty-minute sessions for individual course sections. However, beginning in late 2008, the libraries strategically began moving more of their instructional activities online in an effort to more efficiently and effectively deliver information literacy instruction to a greater number of students in an anytime/anywhere environment. With a yearly increase in

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The Librarian, the Machine, or a Little of Both: A Comparative Study of Three Information Literacy Pedagogies at Oakland University

Cited by 67 publications

References 4 publications

Assessment of Online Information Literacy Learning Objects For First Year Community College English Composition

Assessment of Online Information Literacy Learning Objects For First Year Community College English Composition

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

Why One-shot Information Literacy Sessions Are Not the Future of Instruction: A Case for Online Credit Courses

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