Information evaluation instruction: A three term project with a first year experience course

Stephen Borrelli, Corey M. Johnson

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

The academy is promoting the need to produce information literate graduates largely because of recognition that work world success is dependent on locating and effectively utilizing information. There needs to be more focus on how to develop the most effective collaborative programs with teaching faculty and benchmark the progress toward research skill mastery. This paper outlines a multiple term collaborative effort targeting student evaluation skill development. Librarians taught hybrid (mostly online with some in-person interaction) lessons to groups of lower undergraduates enrolled in a first year experience seminar. A pre-test/post-test assessment package revealed that students' strongest area of proficiency was in understanding the differences between popular and scholarly sources, with lowest performance concerning understanding the components of a scholarly article. It was also concluded that the semester with the strongest collaborative ties between librarians and seminar instructors/leaders resulted in the greatest improvement in student learning across all measures.

Original languageEnglish (US)
Pages (from-to)173-190
Number of pages18
JournalCommunications in Information Literacy
Volume6
Issue number2
StatePublished - Dec 1 2012

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instruction
instructor seminar
librarian
evaluation
experience
student
academy
semester
graduate
leader
human being
Teaching
interaction
learning
performance
Group

All Science Journal Classification (ASJC) codes

  • Education
  • Library and Information Sciences

Cite this

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Information evaluation instruction : A three term project with a first year experience course. / Borrelli, Stephen; Johnson, Corey M.

In: Communications in Information Literacy, Vol. 6, No. 2, 01.12.2012, p. 173-190.

Research output: Contribution to journalArticle

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