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

Walton, Geoff and Hepworth, Mark (2013) Using assignment data to analyse a blended information literacy intervention: a quantitative approach. Journal of Librarianship and Information Science, 45 (1). pp. 53-63. ISSN 0961-0006

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Official URL: http://dx.doi.org/10.1177/0961000611434999

Abstract

This research sought to determine whether a blended information literacy learning and teaching intervention could statistically significantly enhance undergraduates’ information discernment compared to standard face-to-face delivery. A mixture of face-to-face and online activities, including online social media learning, was used. Three interventions were designed to develop the information literacies of first-year undergraduates studying Sport and Exercise at Staffordshire University and focused on one aspect of information literacy: the ability to evaluate source material effectively. An analysis was devised where written evaluations of found information for an assessment were converted into numerical scores and then measured statistically. This helped to evaluate the efficacy of the interventions and provided data for further analysis. An insight into how the information literacy pedagogical intervention and the cognitive processes involved in enabling participants to interact critically with information is provided. The intervention which incorporated social media learning proved to be the most successful learning and teaching approach. The data indicated that undergraduate students’ information literacy can be developed. However, additional long-term data is required to establish whether this intervention would have a lasting impact.

Item Type: Article
Additional Information: Using assignment data to analyse a blended information literacy intervention: A quantitative approach has been selected by the American Library Association's Library Instruction Round Table's (LIRT's) Top Twenty Committee as a 2013 Top Twenty article. In selecting this article, the committee noted that '[t]he study represents a powerful advocacy piece for using a blended approach with an online discussion component in delivering information literacy to foster higher order learning in students.'
Uncontrolled Keywords: Cognition, critical thinking, e-learning, information literacy, online social network learning, social media learning
Subjects: G200 Operational Research
P100 Information Services
Department: Faculties > Engineering and Environment > Mathematics and Information Sciences
Depositing User: Ay Okpokam
Date Deposited: 04 Jul 2013 14:03
Last Modified: 08 May 2017 15:18
URI: http://nrl.northumbria.ac.uk/id/eprint/13184

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