The Experts below are selected from a list of 3666 Experts worldwide ranked by ideXlab platform

Pauline Manaka - One of the best experts on this subject based on the ideXlab platform.

Lydia Johnson - One of the best experts on this subject based on the ideXlab platform.

Peter Farley Gledhill - One of the best experts on this subject based on the ideXlab platform.

  • Measuring the Impact of an Information Literacy Session
    Student Engagement and Experience Journal, 2012
    Co-Authors: Peter Farley Gledhill
    Abstract:

    Measuring the impact of Information Literacy teaching on student research behaviour and ultimately on student achievement is uncommon in practice and has methodological problems.  If achievable such a measure would guide planning and delivery of further Sessions and provide further evidence of effectiveness for faculty academics and Student and Learning Services senior management.  Besides immediate Session evaluation no evidence of impact on formally assessed work had been undertaken before,  therefore there was and is limited Information, at least within the Development and Society Faculty Support Team,  to confirm learning after the period of the Session itself.  The research looked at the development of student Information Literacy abilities, before and after a teaching intervention, as measured by the scholarly nature of references as a proportion of total references.  The results indicated a significant improvement from a Scholarly Index of 25% in the assignment before the intervention to 76% in the one afterwards.  There are still issues with the methodology as it does not isolate other factors such as other interventions and autonomous learning.  However it does provide one indication of a positive outcome of the Sessions and for further research.

  • Measuring the Impact of a Information Literacy Session
    2012
    Co-Authors: Peter Farley Gledhill
    Abstract:

    This research was undertaken at Sheffield Hallam University using formally assessed student assignments within a mandatory module in one of the four faculties in the university: the Faculty of Development and Society. It aimed to measure the impact of a teaching Session on the quality, i.e. authority of references. The content of the Session focused on how to efficiently find relevant and authoritative Information for an academic essay by developing Information Literacy skills. Measuring the impact of Information Literacy teaching on student research behaviour and ultimately on student achievement is uncommon in practice and has methodological problems. If achievable such a measure would guide planning and delivery of further Sessions and provide further evidence of effectiveness for teaching staff and central services management. The research looked at the development of student Information Literacy abilities, before and after a teaching intervention, as measured by the scholarly nature of references as a proportion of total references. The results indicated a significant improvement from a scholarly index of 0.25 or 25% in the assignment before the intervention to 0.76 or 76% in the one afterwards. There are still issues with the methodology as it does not isolate other factors such as other interventions and autonomous learning. However it does provide one indication of a positive outcome of the Sessions and for further research.

Esther L. Gil - One of the best experts on this subject based on the ideXlab platform.

  • Introducing Information Literacy into a marketing budget class assignment: A case study
    Journal of Business & Finance Librarianship, 2019
    Co-Authors: Esther L. Gil
    Abstract:

    AbstractThis case study describes collaboration between an instructor and business librarian to create an additional Information Literacy Session for a marketing class all undergraduate business ma...

  • Maximizing and assessing a one-shot Information Literacy Session: A case study
    Journal of Business & Finance Librarianship, 2017
    Co-Authors: Esther L. Gil
    Abstract:

    ABSTRACTThis case study describes collaboration between an instructor and business librarian to maximize a one-shot Information Literacy Session for a required marketing class for business majors. It includes an active-learning exercise where groups use three key business databases to conduct a company and industry analysis and an environmental scan for a company. The instructor then guides them in developing a strengths, weaknesses, opportunities, threats (SWOT) analysis. This Session prepares students for the SWOT analysis they will have to submit for their actual projects. This article includes assessment of groups' in-class exercises as well as citation analysis of the assignments they turned in for their actual projects.

Diana Dill - One of the best experts on this subject based on the ideXlab platform.

  • Scaffolded Learning Using an Interactive Tutorial: Moving from a one-shot into an in-class exercise using an interactive tutorial for scaffolded learning about literature searching
    2019
    Co-Authors: Clare Withers, Diana Dill
    Abstract:

    As more students in class use personal devices for hands-on instruction, monitoring how they are doing, if they are following along, and fostering an engaging learning environment is increasingly problematic. A librarian and an instructional designer share their experience transforming a traditional one-shot Information Literacy Session/script into a measurable, more engaging participatory model. Using Springshare’s tutorial builder, LibWizard, the librarian taught 10 sections of a 2-hour Research Methods in Psychology class on finding and evaluating literature. The completed in-class exercise (ICE) provides the foundation for the subsequent research paper. In this scaffolded learning tutorial led by the librarian, the group completed several sections together, including writing a brief, broad hypothesis. As the tutorial progresses, with the skills gained, students are compelled to proceed independently to find and record better answers overall and to tailor their search terms and techniques and their results to specific individual interests. Students’ final ICE work and level of mastery is measurable against their own initial tutorial performance as well as against the group’s overall performance. Student performance is thereby visible via data analysis to both the librarian AND lab instructor.