Using assignment data to analyse a blended information literacy intervention: A quantitative approach

Abstract

The purpose of this research was to determine whether a blended approach to delivering an information literacy learning and teaching intervention (a mix of face-to-face and online activities) could statistically significantly enhance undergraduate's information discernment compared to standard face-to-face delivery.Three interventions were designed to develop the information literacies of first-year undergraduates studying Sport & Exercise at Staffordshire University. The experimental intervention took a blended approach and combined face-to-face and online social media learning (SML) and focused on one aspect of information literacy: the ability to evaluate source material effectively. The specific aim of the study was to determine whether higher order cognitive abilities were more likely to be engaged in those who participated in this intervention over and above those who did not experience SML. Data was captured via written assessed work. An analysis was devised where written evaluations of found information were converted into numerical scores and then measured statistically via ANOVA and effect size measure. This helped to evaluate the efficacy of the interventions and provided data for further analysis. This paper provides insight into an IL intervention which enabled participants to interact critically with information. The pedagogy that underpins these changes and the cognitive processes engaged during this intervention are discussed. The intervention which incorporated online social media learning (SML) proved to be the most successful learning and teaching approach.The data indicated that undergraduate students' IL can be changed and developed. However, additional long-term data is required to establish whether this intervention would have a lasting impact.These results indicate that IL practitioners who wish to foster deeper learning in their students should consider incorporating online SML and assessment into their teaching practice.This research adds some detail to an understanding of the cognitive processes associated with evaluating information and how an assessed piece of work can demonstrate the end product of these processes.

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

“…Findings were mixed for the ten studies that included a blended delivery arm (Anderson & May, 2010;Beile & Boote, 2005;Byerley, 2005;Churkovich & Oughtred, 2002;Goates et al, 2016;Greer et al, 2016;Kraemer et al, 2007;Orme, 2004;Walton & Hepworth, 2012;Wilcox Brooks, 2014), although seven of these studies (70%) found no statistically significant difference between blended and other formats in terms of test or assignment outcomes. Of the ten, one study (Byerley, 2005) noted that the blended method provided greater skill development than the face-to-face provision, although this was not significant compared to online provision.…”

“…Of the 33 studies, 8 did not include a pretest (Alexander & Smith, 2001;Burhanna et al, 2008;Goates et al, 2016;Greer et al, 2016;Orme, 2004;Schilling, 2012;Silver & Nickel, 2007;Walton & Hepworth, 2012). The remaining 25 studies all noted an increase in skills from pretest to posttest across delivery formats.…”

“…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).…”

An investigation of University students’ ınformation literacy self-efficacy perceptions by using decision tree method

“…Bilim ve teknolojinin üretildiği yerler olan yüksek öğretim kurumlarında, bu kurumların idari, kütüphane ve öğretim ortamlarındaki hizmetlerin iyileştirilmesinde teknolojinin kullanılması ise çok hızlı bir şekilde gerçekleşmiştir. Bilgi okuryazarlığı kavramı iletişim teknolojilerinin gelişmesiyle birlikte farklı bir boyut kazanmış ve bu alandaki çalışmalar büyük bir ivme kazanmıştır (Kasowitz-Scheer & Pasqualoni, 2002;Akkoyunlu & Kurbanoğlu, 2003;Walton & Hepworth, 2012;Chu, & Du, 2012). Mevcut araştırmalar bilgi okuryazarlığı öz-yeterlik algısında cinsiyet, yaş, bilgisayar sahipliği, sınıf seviyesi gibi faktörleri incelemiştir (Kurbanoğlu & Akkoyunlu, 2002;Akkoyunlu & Kurbanoğlu, 2003;Akkoyunlu & Kurbanoğlu, 2004;Kahyaoğlu, 2011).…”

“…Üniversite eğitimi almakta olan öğrencilerin bilgi okuryazarlığı öz-yeterlik algılarının araştırılması, onların eğitimleri sırasında dikkat edilmesi gereken unsurları ortaya çıkartabilme açısından önemlidir (Walton & Hepworth, 2012). Bu makale kapsamında bilgi okuryazarlığı öz-yeterlik algısı, üniversite öğrencilerinin ihtiyaçları olan bilgiyi araması, bulması, değerlendirmesi ve kullanması sürecini başarılı olarak geçirebileceklerine yönelik kendileri ile ilgili yargıları olarak kullanılmaktadır (Bandura, 1977;ACRL, 2006).…”