the effects of targeted, connectivism-based information literacy instruction on latino students...
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THE EFFECTS OF TARGETED, CONNECTIVISM-BASED INFORMATION LITERACY INSTRUCTION ON LATINO STUDENTS INFORMATION LITERACY
SKILLS AND LIBRARY USAGE BEHAVIOR
By John Walsh
Introduction Study background information
Theoretical Framework IL and connectivism
Methods Design, sample, instruments, treatments
Results Research questions and hypotheses
Discussion Limitations, implications and
suggestions
Presentation Summary
Cochise College Libraries
Cochise College Campuses
Cochise College Libraries
Cochise College Douglas Campus
Cochise College Libraries
Race/Ethnicity # students % studentsWhite 1803 43.6%Hispanic/Latino 1769 42.8%Black/African American 133 3.2%Asian/Pacific Islander 94 2.3%American Indian/Alaskan Native 30 0.7%Two or more races 53 1.3%Unknown/Unreported 251 6.1%
4133
Campus % Latino
Douglas 71.2%
Sierra Vista 23.8%
Benson 21.7%
Nogales 91.7%
Willcox 39.2%
Online Campus 30.0%
CC Student Population (HSI)
Campus
Students• Trio• ESL, no barriers• IL skills\library usage
Statement of problem Latinos library usage, information literacy (IL)
skills, librarian contact lowest, cultural usage study (Whittmire, 2003, p.52; Haras, Lopez, & Ferry, 2008, p. 431)
Latinos retention and persistence lowest, academicperformance barrier (Gonyea, 2010, p.74)
Latinos academic success related to library/IL instruction (ILI) faculty survey study (Solis & Dabbour, 2006, p. 50)
Latinos should be provided targeted outreach byacademic libraries, Whittmire/Gonyea correlation(Long, 2011, p. 505)
Introduction
Purpose of study Develop targeted outreach
usage and IL skills success persistence (Long, 2011, p. 505)
Design targeted instruction, effective at increasingLatino library usage and IL skills
Inform TI instructional design with theoretical framework based on connectivism
Measure effectiveness of TI compared to traditional lecture instruction (TL), no instruction (NI)
Introduction
Research Questions
What type of information literacy instruction will be most effective at increasing Latino students’ library usage?
What type of information literacy instruction will be most effective at increasing Latino students’ information literacy skills?
Is there a statistically significant relationship between the number of connections a student makes to information resources while writing a research paper and the student’s overall IL skill level?
Introduction
HypothesesH1: Targeted information literacy instruction will be more effective at increasing library usage
H2: Targeted information literacy instruction will be more effective at increasing IL skills
H3: There is a statistically significant relationship
between the number of connections a student makes to information resources while writing a research paper and the student’s overall IL skill level
Introduction
IL and learning theory
Academic librarians instructional role increasing, become more effective teachers(Dunaway, 2011, p.677)
Academic librarians must incorporate learning theory, design more effective instruction(Grassian & Kaplowitz, 2009, p.31)
Academic librarians deliver most ILI through lecture/demonstration, traditional theoriestechnology changed things (Siemens, 2005)
Academic librarians require knowledge of how students learn in the digital age, students learning to learn differently (Siemens, 2005)
Theoretical Framework
Connectivism Learning theory, how students learn in the 21st century,
useful framework for design ILI (Dunaway, 2011, p.675)
Learning is a process of connecting specialized nodes or information sources, form networks (Siemens, 2005)
Learning takes place along personal network, library out of student network (Wilkinson in Dunaway, 2011, p.682)
Learning similarities between library and web resources, repositions library with students (Dunaway, 2011, p.675)
Theoretical Framework
Design
Methods
Sample Ninety-two Latino students enrolled in ENG classes
on one campus of a multi-campus community college51 female, 41 male
Instrumentation Library Usage Survey AACU IL Rubric (3 raters) Beile IL Skills Test (modified) Citation Analysis Form
Methods
Treatments TL
lecture demonstrationtwo sessionsorientation and labaccess, evaluation, ethics
TIinteractivetwo sessionsgroup and labidentify need, access, evaluation, effective use, ethics
Methods
Methods
CAMU Targeted Instructional Model
Research Question 1 & Hypothesis 1 Not supported, no significant difference between TI and TL
Overall usage TI significantly different than NI
Both methods are effective at increasing usage
Results
Usage Survey – Overall Usage N Mean
Targeted 31 4.5484Traditional Lecture 31 2.3548No instruction 30 1.5000Total 92 2.8152
Citation Analysis – Library Citations N Mean
Targeted 31 3.1935Traditional Lecture 31 3.3226No instruction 30 2.8333Total 92 3.1196
Research Question 2 & Hypothesis 2 Not supported, no difference between TI/TL, TI more effective the NI on IL skills
test
TL significantly different than NI on rubric score, no differences in Citation Analysis
Both methods are effective at increasing overall IL skills
Results
Gains on Beile IL Skills Test N Mean
Targeted 31 6.5484Traditional Lecture 31 5.2581No instruction 30 3.9333Total 92 5.2609
Gains on IL Rubric N Mean
Targeted 31 22.2903Traditional Lecture 31 36.8387No instruction 30 8.2667Total 92 22.6196
Gains on Overall Citation Analysis N Mean
Targeted 31 26.4194Traditional Lecture 31 31.2581No instruction 30 21.8000Total 92 26.5435
Research Question 3 & Hypothesis 3 Supported, significant relationship between connections and overall IL skills
More connections students made, higher overall IL skills score
Advances connectivism principles
Results
OverallILSkills Total Connections
Spearman's rho OverallILSkills Correlation Coefficient 1.000 .853Sig. (2-tailed) . .000N 92 92
Total Connections Correlation Coefficient .853** 1.000Sig. (2-tailed) .000 .N 92 92
Limitations
Sampleconveniencenot representative of all Latinos
Small college educational experienceadditional instructionInstructor influence(library resource requirement, grading criteria)
Treatmentscondensed contentclass level sustainability
Data collectionself report influencedgeneralization limited
Discussion
Implications Professional
Academic librarians accountability for learning outcomes
Effective instructional methods that increase usage and IL skills in Latinos, combination
EducationalAcademic librarians may have better understanding of how students learn IL
Effective instructional design important to promote more effective teaching
Discussion
Suggestions Future Research
Longer duration of interventionsLongitudinal studyOnline instructionLarger sample and setting
Conclusions Fulfilled purpose of study
Collaborative results Influenced student learning outcomeIrony
Discussion
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Q & A
Gonyea, N.E. (2010). The impact of acculturation on Hispanic students' learning styles. Journal of Hispanic Higher
Education, 9 (1): 73-81.
Grassian, E. & Kaplowitz, J. (2009) Information literacy instruction: Theory and Practice. New York: Neal-Schuman Publishers.
Long, D. (2011). Latino students’ perceptions of the academic library. Journal of Academic Librarianship, 37(6): 504-511.
McKinsey and Company. (2009). The economic impact of the achievement gap in America’s schools. Retrieved from http://www.hunt-institute.org/knowledge-library/articles/2009-5-4/the-economic-impact-of-the-achievement- gap-in-americas-schools/. Siemens, G. (2005). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Solis, J. &. Dabbour, K. S. (2006). Latino students and libraries: A U.S. federal grant project report. New Library World, 107 (1220/1221): 48-56.
Whitmire, E. (2003). Cultural diversity and undergraduates‘ academic library use. Journal of Academic of Librarianship, 29(3), 148- 161.
References
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