Assessing the Effectiveness of an Information Literacy Instruction Course in Teaching Additional Skills

Autor/in	Adle, Morgan M.
Titel	Assessing the Effectiveness of an Information Literacy Instruction Course in Teaching Additional Skills
Quelle	In: Journal of Education for Library and Information Science, 64 (2023) 4, S.404-416 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-5786
DOI	10.3138/jelis-2021-0071
Schlagwörter	Curriculum Evaluation; Information Literacy; Skill Development; Library Education; Information Science Education; Graduate Students; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Informationskompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Bibliothekarausbildung; Informationstechnologische Bildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Unterrichtserfolg
Abstract	Library and information science (LIS) graduates work in a variety of jobs that require well-developed information literacy (IL) skills. They not only apply IL skills in everyday interactions with patrons but also use their conceptual understanding to design instructional programs and interventions. In this small-scale, pilot study the instructor of an MLIS (Master of Library and Information Science) elective course on information literacy instruction included a pre- and post-course exercise to better understand how effectively conceptual understanding was delivered alongside content focused on instruction. The ability to define or articulate the meaning of IL is not an explicit learning outcome in the course, so the activity measured how students' abilities to define IL changed over the course of the semester. At the end of the course, a majority of students demonstrated some or clear growth in understanding of information literacy through their ability to define it, and these pilot data suggest that a user instruction course based around information literacy also improves students' ability to articulate and define IL. (As Provided).
Anmerkungen	Association for Library and Information Science Education. Available from: University of Toronto Press. 5201 Dufferin Street, Toronto, ON, M3H 5T8 Canada. Tel: 416-667–7929; Fax: 416-667–7832; e-mail: journals@utpress.utoronto.ca; e-mail: office@alise.org; Web site: https://www.utpjournals.press/loi/jelis
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01