ethanporcaro/eric-fulltext-meta huggingface dataset:
Instructional Elements in an Online Information Literacy Open Educational Resource (OER) and Their Influence on Learner Achievement, Satisfaction and Self-Efficacy
Author: Sommer, Max
Date: 2022-06-00
Type: Journal Articles
Subjects: Information Literacy,Open Educational Resources,Academic Achievement,Student Satisfaction,Self Efficacy,Undergraduate Students,Instructional Innovation,Affordances,Instructional Design

This study tested the influence of instructional elements within an online Open Educational Resource (OER) focused on information literacy (IL) on outcome measures of IL achievement, learner satisfaction and IL self-efficacy among undergraduate students. An online OER was designed to address the domains of access, evaluation and communication of IL guided by the notion of instructional scaffolding and self-regulated learning. Participants were randomly placed into one of six different OER conditions: (a) full version with all instructional elements, (b) lean version, (c) version without tooltip text, (d) version without embedded practice questions, (e) version without learning objectives and (f) version without summaries. There were no significant differences found across the six conditions on the dependent measures. Participants averaged 58% for IL achievement, performing slightly better in the domain of access versus evaluate and communicate. Limitations include a controlled laboratory setting where participants were not necessarily motivated to complete the study tasks at a high level of achievement. Future research can explore more ecologically valid environments where learners might be more motivated, along with more rigorous intervention and assessment construction. This paper includes implications for educators and researchers to explore the established and innovative instructional elements that are natural affordances of an online OER in IL. This paper presents innovative IL instruction that does not require instructor or learner training and evaluates its effectiveness using a sound, replicable methodological approach to isolate the effects of the individual instructional elements.
Improving Information Literacy and Academic Skills Tuition through Flipped Online Delivery
Author: Morris, Laurence
Date: 2022-06-00
Type: Journal Articles
Subjects: Information Literacy,Skill Development,Flipped Classroom,COVID-19,Pandemics,Electronic Learning,Higher Education,Foreign Countries,Outcomes of Education,Intervention

The COVID-19 pandemic forced UK universities to move the majority or all of tuition online. The Library Academic Support Team at Leeds Beckett University used that shift as an opportunity to improve information literacy (IL) and academic skills tuition across the institution. Instruction and support were redesigned on a flipped basis to ensure that online delivery improved on face-to-face delivery rather than simply replicating it. This project report reviews that work with usage statistics, user feedback, practicalities of service provision and discussion of impact. The report extends existing literature with a model of significant institution-level changes to IL and academic skills instruction which could be applied elsewhere. It concludes that the shift to flipped online learning was a qualified success, with the revised approach proving notably more popular and inclusive, also providing other benefits such as more focused in-class discussion.
Integrating Information Practices into Everyday Teaching: The Roles Played by the Practice Architecture and Learning Activities in South Korean Elementary Schools
Author: Phillips, Jonathan
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Information Literacy,Elementary School Students,Elementary School Teachers,Information Sources,Textbooks,Access to Information,Textbook Content,Learning Activities

This paper reports on the information practices and information literacy (IL) skills of South Korean elementary school students from the perspectives of working teachers. Key to this investigation was the notion of information practice, and how this is shaped by the practice architecture found in an educational setting. A sequential mixed design was undertaken to investigate these ideas which consisted of exploratory interviews with 4 elementary school teachers and was followed by a questionnaire which analysed the responses of 314 elementary school teachers. Findings indicate that in this setting, teachers, students and pre-set curricular content serve as the most frequently used information sources for students during their everyday classes. We pay specific attention to the ongoing centrality of the &quot;textbook,&quot; in its traditional paper format, to the ways in which teachers design learning activities, and suggest that this limits the diversity of informational approaches to which young South Korean learners are exposed. While these learners are engaged, they are limited in terms of informational genre since teachers and textbooks were found to be dominant information proxies. Activities in which students engage in active seeking or scanning are rarer. Contexts with such a configuration may be hindering the development of critical information literacy skills that are vital in dealing with the abundance of information faced by individuals today.
Intentional Librarian-Student Interactions during COVID-19: A Clear Bridge to Developing First-Year Student Information Literacy Skills
Author: Dalal, Heather A.
Date: 2022-06-00
Type: Journal Articles
Subjects: College Freshmen,Information Literacy,Skill Development,Academic Libraries,Library Services,Electronic Learning,COVID-19,Pandemics,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Distance Education,Library Materials,Access to Information,Librarians,Interaction,Help Seeking,Information Seeking,Library Instruction

As part of a research study to examine first-year college students' preparation for college-level research, students at six U.S. institutions of higher education were surveyed in the spring semester of 2021. The pandemic continued to affect the delivery of information literacy (IL) instruction and library services across the United States throughout the 2020-2021 academic year. When students completed this survey in April and May of 2021, the majority of instructional services were offered in synchronous and asynchronous remote formats. The students' engagement with librarians and librarian-created instructional resources were captured via the survey and analysed to determine whether students were able to leverage these interactions and materials despite the remote contexts. Students who did not interact with an academic librarian were less likely to use library resources, had more problems accessing information, and felt more overwhelmed by the quantity of resources and services offered by the library. Results show that intentional student-librarian interactions are a bridge to the acquisition and development of knowledge practices and dispositions of the ACRL &quot;Framework for Information Literacy for Higher Education.&quot; The findings suggest considerations for moving forward when it comes to communicating with students and delivering IL support in academic libraries around the world as countries emerge from pandemic conditions.
Reading between the Lines: An Examination of First-Year University Students&apos; Perceptions of and Confidence with Information Literacy
Author: Dann, Beverly J.
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Self Esteem,Student Attitudes,Information Literacy,Reading Attitudes,Academic Achievement,Reading Comprehension

The aim of this paper is to explore how first-year university students at a regional university in Australia perceive and use Information Literacy (IL) as they transition from school to university. A survey method was used to gather data through pre- and post-intervention surveys with 1,333 first-year students enrolled in their first semester of study across all disciplines at the university. The study identified that between 25-35% of students did not enjoy reading, with many students preferring not to read. Students arrived at university with largely misguided confidence in their personal IL skills, especially the skills needed to meet the demands of university level coursework, with up to 47% of students unlikely to have experienced well-resourced libraries at school. The study concludes that implications for university teaching include gaining an early understanding of the IL skills students have when they arrive at university, and the explicit teaching of IL skills, given the identified impact of IL skills on student success and retention rates.
The Development and Use of Online Information Literacy Activities to Engage First Year Health Students during the COVID-19 Pandemic
Author: Siddall, Gillian
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Libraries,Information Literacy,Library Instruction,Online Courses,Tutorial Programs,Information Skills,Users (Information),COVID-19,Pandemics,Curriculum Development,Health Education,College Freshmen,Active Learning,Blended Learning,Technology Uses in Education,Computer Software

The article discusses the development of online tutorials to support the Academic Librarians' information literacy instruction during the first lockdown of the COVID-19 pandemic. The content and development of the activities are presented in relation to information literacy (IL) standards. At the University of Northampton, the first-year students each receive two IL sessions from an Academic Librarian that support their information skills development. The first session focuses on identifying an information need and how to search for relevant information. The second session supports students to understand the referencing process and how to use information ethically. The IL sessions are based on the principles of Active Blended Learning and focus on providing interactive and engaging workshops for students. The activities were designed to support the students on health programmes who began their studies in April 2020 and the students who were receiving their final IL session. The reflections on the IL sessions highlight lessons learnt during the online delivery.
Technical Practices Used by Information Literacy and Media Information Literacy Services to Enable Academic Libraries to Handle the COVID-19 Pandemic
Author: Ortega-Martínez, Eugenia de los Angeles
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Information Literacy,Media Literacy,COVID-19,Pandemics,Electronic Learning,Academic Libraries,Emergency Programs,Partnerships in Education,Program Improvement,Library Services,Library Instruction,Users (Information)

This study analyses the techniques and procedures that were developed and the changes that took place in the National Autonomous University of Mexico (UNAM) and the Autonomous University of Puebla (BUAP), both in Mexico, and the University of Minnesota Duluth (UMD), in the United States of America. To face the crisis of the COVID-19 pandemic, librarians in these institutions improved their Information Literacy (IL) and Media Information Literacy (MIL) programmes. Design/methodology/approach: This study has a mixed methodology with a comparative analysis. For this purpose, data shows the universities' contexts: the communities of students, teachers, researchers, and librarians, and the e-learning strategies of IL and MIL programmes. Findings: As part of the results of the crowdsourcing collaboration between the UMD, UNAM and BUAP, the study shows the different online learning communities and their innovations. Originality: Although there is theoretical knowledge about IL and MIL in Mexican universities and University of Minnesota Duluth, the e-learning strategies used by their librarians in this document sought to provide technical solutions and other options for a virtual work scheme that responded to the specific problems presented by COVID-19. In this case, the framework for creating online library services was designed by their librarians for their communities in the context of the current crisis, even when online services had already been established for more than ten years. Research limitations/implications: The technological infrastructure, the professionalisation of the library staff and a lack of knowledge of the new virtual teaching-learning needs. Practical implications: Analysis of tools for virtual teaching-learning services, description of strategies used by library staff, results and feedback. Social implications: IL and MIL strategies created in a variety of contexts can be enhanced by library collaboration in a fully virtual setting. Libraries with better technological infrastructure play a decisive role.
Assessing Learning Outcomes for Undergraduate Teaching Assistants and Peer Mentors
Author: Murray, Jeffrey W.
Date: 2022-06-00
Type: Journal Articles
Subjects: Undergraduate Students,Teaching Assistants,Peer Teaching,Mentors,Behavioral Objectives,Reflection,Student Attitudes,Scoring Rubrics,Self Evaluation (Individuals),Outcomes of Education,Learner Engagement

This essay discusses an integrated process of assessing learning outcomes that can be adapted to a variety of undergraduate teaching assistant and peer mentor applications. The three-element regimen includes a programmatic statement of learning objectives, student-reflection in both initial work plans and final reflections, and targeted assessment rubrics. The assessment rubrics were designed for three of the most common modalities of engagement of undergraduate teaching assistants and peer mentors serving in the undergraduate classroom: leading/facilitating a whole-class activity or discussion, facilitating a small-group activity or discussion, and working with students one-on-one. In developing these three targeted assessment tools -- as the last stage in the development of the integrated assessment regimen -- we began with the statement of our program's learning objectives as foundation, and conducted an analysis of former UTAs' start-of-semester &quot;work plans&quot; and end-of-semester &quot;final reflections.&quot; This analysis allowed us to better match the rubrics with students' own goals / motivations for serving as UTAs and perceptions of their own experiences as UTAs. We hope that these three assessment rubrics, and the larger process of on-going self-assessment and self-reflection in which they reside, can be productively adopted or adapted by other faculty mentors working with undergraduate teaching assistants or peer mentors in similar programs, as well as stimulate further discussion about appropriate learning objectives and assessment resources for such programs.
Impacts of Standards-Based Grading on Students&apos; Mindset and Test Anxiety
Author: Lewis, Drew
Date: 2022-06-00
Type: Journal Articles
Subjects: Grading,Grades (Scholastic),Academic Standards,Test Anxiety,Beliefs,Student Attitudes,Goal Orientation,College Students,Likert Scales

Standards-based grading is an alternative grading method with many claimed benefits. This paper reports on quantitative studies investigating several of these oft-made anecdotal claims, such as reducing students' test anxiety and fostering a growth mindset. We found that standards-based grading did reduce students' test anxiety; moreover, the typically found difference in test anxiety between male and female students was eliminated in standards-based grading courses. We found no change in students' growth mindset, but that students' mastery avoidance goals were reduced.
Keep It Light: Using Humour in Library Orientations
Author: Kumaran, Maha
Date: 2022-06-00
Type: Journal Articles
Subjects: Library Instruction,Library Services,Humor,Orientation,Users (Information),College Students,Librarians,Library Role,Academic Libraries,Stress Management

For the most part, information landscapes such as libraries are structured, organized, created, and used by the dominant groups. These spaces may be unfamiliar territory for many students. Humour used in library orientation elicits enjoyment and helps to connect librarians and students. Low and high inference humour used during orientation can help connect students new to those landscapes with information and to librarians. Appropriate use of instructional humour in orientations can reduce students' anxiety about using the library, especially when they need help from library staff. This reflective write up on using humour in library orientations, is to demonstrate how we used humour to create a comfortable learning environment, to encourage students to visit the library, to improve (hopefully!) recall and retention of course content, and enable positive associations with library resources or the librarian. There are challenges with humour when the classroom is diverse or if humour is used negatively. Care should be given to use humour to support course content.
Unsettling Information Literacy: Exploring Critical Approaches with Academic Researchers for Decolonising the University
Author: Marsh, Frances
Date: 2022-06-00
Type: Journal Articles
Subjects: Information Literacy,Higher Education,Universities,College Curriculum,Educational Change,Foreign Countries,Critical Literacy,Social Justice,Curriculum Development

In the past seven years, student-led decolonisation movements have taken root in UK universities. Decolonising the university is an intellectual project, asking critical questions about the content of curricula, disciplinary canons and pedagogical approaches. It is simultaneously a material one, challenging the colonial legacies that manifest in institutional spaces, cultures and financial decisions, students' experience and staff labour conditions (Cotton, 2018, p. 24). Academic libraries have recognised their role in addressing how 'coloniality survives colonialism' (Maldonado-Torres, 2007, p. 243), in particular through the diversification of collections and resources. However, libraries have neglected to interrogate their educational potential for decolonisation, specifically in exercising information literacy (IL) teaching and approaches. This qualitative research examines IL through a decolonial lens with an eye to both its colonial attributes and its potential for decolonising the curriculum. Interviews with five academic researchers are used to explore the potential for critical information literacy (CIL) in decolonial work and ask what IL might look like from a decolonial perspective. The findings of the interviews are structured according to Icaza and Vázquez's framework of three core processes for decolonising the university; they reveal that CIL might usefully facilitate positionality, practice relationality and consider transitionality. In turn, these findings lead to a set of recommendations for unsettling IL and generating the potential for decolonisation. The relationship between CIL and decolonising the curriculum is as yet unexplored and academics' engagement with and opinions on CIL have rarely been examined. This research therefore offers some novel contributions for IL practitioners and researchers in relation to both teaching/ learning and research. It also contributes some points of departure for a more a powerful and holistic decolonial pedagogy in the university. A more fitting approach than traditional IL, critical information literacy can become a key part of scaffolding a decolonising approach to learners' navigation of information and processes of knowing.
Using Coaching Techniques to Teach Information Literacy to First Year English Undergraduates
Author: Wolfenden, Sarah
Date: 2022-06-00
Type: Journal Articles
Subjects: Coaching (Performance),Teaching Methods,Information Literacy,Undergraduate Students,Foreign Countries,Technological Literacy,Well Being

This is a report on how I integrated coaching techniques into my teaching of information literacy (IL) to 28 FHEQ Level 4 (Year 1) English undergraduates at Brunel University London, UK, during January 2021-April 2021. This was part of a compulsory module, titled Digital Literacy. During this time, it was held online due to COVID-19 lockdowns and, since restrictions have been lifted, I have started teaching this face to face in a flat classroom on the University campus.
Self-Regulation Behaviors of Music Education Students
Author: Turhal, Ersin
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Behavior,Music Education,Music Teachers,Foreign Countries,Self Management,Time Management,Gender Differences,Student Attitudes,Musical Instruments,Study Habits,Social Influences

This research aims to examine the self-regulation behaviors of the undergraduate students which they display in their music education process and the differentiation of these behaviors according to various variables as well as collecting the opinions of the students about the musical instrument practice behaviors. In this study, where mixed method was used, data were collected by questionnaire for the survey model and interview techniques for the factual part. For the quantitative part of the study the 'Self-Regulation Behaviors of Music Students' scale adapted into Turkish by Ersözlü and Miksza (2015) was used. The themes were acquired by coding the quantitative results obtained in the interviews conducted to discover the behaviors of the students in the instrument playing process. In the study group of the research, the quantitative part consists of 240 students (n=240) studying in music teaching undergraduate programs in Conservatories, Fine Arts, Art Design Faculties and Education Faculties located in different regions of Turkey and the qualitative part consists of (n=5) students. In the results, it was seen that there were significant differences between the 3rd and 4th grades in terms of Behavior dimension of the students. In the Method dimension, on the other hand, there were significant differences between the 1st and 3rd; 3rd and 4th grades in terms of the instrument study year. Furthermore, students have assumed that while they are not able to spare enough time for the study, they recording audios and listening to them again for self-control, evaluating themselves and using personal strategies such as taking notes.
Encouraging Creative Ideas in the Engineering Design Process for Science Classes
Author: Oguz Unver, Ayse
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Engineering Education,Teaching Methods,Creativity,Design,Cognitive Processes,Student Projects,Active Learning,Scoring Rubrics,Outcomes of Education,Scientific Research,Interdisciplinary Approach,Vignettes,Models

One of the most challenging tasks for teachers in projects is to develop creative ideas. Due to the linear system perspective of education, fostering students' creativity is restricted. However, engineering design and scientific process skills that comprise creativity have an iterative structure. An iterative process-oriented education enables students to engage with questions. First, the current study includes a theoretical framework for the nature of engineering design and its transfer to classroom practices. Second, it provides examples of design-based activities that will contribute to the development of the engineering habits of the mind for teachers. In the study, a design of a future living environment activity that can be planned as a long-term student project is introduced. Then, a student design report and a design evaluation rubric for teachers are shared. In this section, engineering design-based projects are demonstrated in detail. These projects are based on the &quot;One Item, One Material&quot; project idea development strategy proposed by the authors. It is considered that such activities, which are carried out with the understanding of simple-complex science, can trigger the enthusiasm of discovery in students' minds.