Enhancing Information Literacy Instruction: Listening to the Voices of Below-Proficient Students

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Developing Information Literacy Instruction: Listening to the Voices of Below-Proficient Students Don Latham & Melissa Gross School of Library & Information Studies

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Overview Background Attaining Information Literacy Project Theoretical premiums Research issue & outline Conceptions of underneath capable understudies Students' inclinations for direction Instructional intercession

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Background Information proficiency (IL) is viewed as an imperative aptitude set: Information Power (AASL/AECT, 1998) & Standards for the 21 st - Century Learner (AASL, 2007) IL Competency Standards for Higher Education (ACRL, 2000) IL shows up in the models of numerous school authorizing organizations (Foster, 2007; Saunders, 2007) Yet look into demonstrates that understudies frequently come to school with beneath capable IL expertise levels (Foster, 2006; Gross 2005; Gross & Latham, 2007; Peter D. Hart Research Associates, 2005).

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Background (cont.) Community schools confront specific difficulties: Because of open affirmations strategies, junior college understudies originate from an extensive variety of foundations as far as scholastic arrangement. Roughly half are the first in their families to go to school (Boswell & Wilson, 2004). More than 40% select in therapeutic instruction courses (Boswell & Wilson, 2004). Most junior colleges encounter low rates of maintenance and exchange (Jacobson, 2005).

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Attaining Information Literacy Project Three-year National Leadership Research Grant, subsidized by the Institute of Museum and Library Services (IMLS) Focuses on first-year understudies at two Florida junior colleges Goals: To distinguish the qualities of understudies with underneath capable IL aptitudes To build up a viable intercession (i.e., direction) for those understudies

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Theoretical Interests Dunning-Kruger Effect (Kruger &Dunning, 1999) Miscalibration between self-perspectives and capacity in subjects who test as awkward in an area Replication of these studies in the space of IL exhibits same miscalibration (Gross & Latham, 2007) Imposed inquiry display (Gross, 1995) Relational perspective of data education (Bruce, 1997)

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Research Problem Is the miscalibration between self-perspectives and capacity showed among beneath capable understudies the aftereffect of an absence of metacognitive abilities as Kruger and Dunning (1999) recommend? On the other hand Is the apparent miscalibration a consequence of varying perspectives of what data education is?

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Why Do We Care? People who think they have aptitudes that they truly don't Are probably not going to look for help or remediation for these abilities Are probably not going to perceive this expertise set in others (bookkeepers) Are crippled in their capacity to discover, assess, and utilize data adequately Understanding underneath capable people will Allow for the advancement of useful projects, administrations, and instructive intercessions Inform research, hypothesis, and instructive arrangement

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Research Design 387 understudies were enlisted to take the Information Literacy Test (ILT), a PC based, different decision test created at James Madison University (JMU, n.d.). 57 understudies with underneath capable IL abilities took an interest in semi-organized meetings about their data looking for encounters and their view of IL. 64 understudies with beneath capable IL abilities took part in six center gatherings about their data looking for encounters, their impression of IL, and their inclinations for adapting new aptitudes and information. Criteria for the intercession were produced. The mediation was steered. It will be conveyed in early spring 2011 at the two junior colleges. There will be exploratory and control bunches at both locales.

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Demographics First-year junior college understudies Most were 18-20 years of age Wide assortment of majors spoke to Diverse gathering as far as race, ethnicity, and sexual orientation

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Students' Conceptions of Information, Information Seeking, & Information Literacy Results from meetings

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Student Perceptions of Information

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Finding Information Conception Think of data as an item, not a procedure. Accept there is very little to know with respect to how to discover, assess, and utilize data. Assert that individuals figure out how to discover data all alone (for the most part self-trained). Show a considerable measure of trust in their data looking for abilities. Trust that assessment of capacity ought to be at the individual level; data is subjective, not objective. There is no separation amongst forced and self-produced data looking for in this class.

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Finding Information Conception (cont.) Can not distinguish a data ability they wished to learn or progress. Refer to teachers (instead of administrators) as being useful in learning scholastic databases. Are unverifiable about their library abilities, however don't think these are aptitudes they require. The individuals who had library time in K-12 report this occurred in primary school and this time was spent on Accelerated Reader, not library aptitudes.

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Information Technology Conception Technology is viewed as the essential approach to draw in with data. Web is an essential hotspot for both self-produced and forced circumstances. Data looking for starts with a web search tool, unless scholarly assets or library utilize are required by the educator. Understudies lean toward visual materials.

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Information Technology Conception Imposed versus Self-Generated Imposed, obliged Self-Generated, open Information looking for is self-coordinated Need or interest driven Variety of source sorts conceivable Fewer sources counseled Fewer time requirements Information utilize less "item" arranged Information looking for is organized by task Limitation of point Types of assets Number of assets Due dates Information utilize item situated

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Information People Conception People are viewed as an essential approach to draw in with data People as data sources can serve as witnesses, specialists, or coaches People are viewed as imperative data hotspots for both forced and self-produced data looking for

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Information People Conception (cont.) Below capable understudies for the most part utilize individuals as witnesses. Beneath capable understudies are less intrigued by being the " one who knows." Below capable understudies invest less energy on the web and with PCs than we anticipated.

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Information Quality Conception Information quality is viewed as imperative, yet not a major concern. Data is viewed as "adequate." The requirement for data quality changes with the data require.

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Information Quality Conception Imposed versus Self-Generated Imposed, compelled Self-Generated, open Free to choose whether to stress over data quality or not Information acknowledged at face esteem Opinion and experience are esteemed, not simply truths Quality of data considered Based on educator desires Need to gain most ideal review Academic assets are as of now screened

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Summary of Characteristics IL is not saw as a target set of abilities. Innovation and individuals are the essential ways understudies draw in with data. Understudies know data quality is an issue, yet are not enormously worried about the outcomes of "terrible" data. Forced and self-produced settings are viewed as introducing diverse conditions for discovering, assessing, and utilizing data. Understudies are sure about their data abilities.

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Students' Preferences for Instruction Results from center gatherings

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Perceptions of Effective Instruction Teaching methods Opportunity to hone new abilities (29.2%) Demonstration (16.9%) Real-life cases (13.8%) Visual guides (13.8%) Handouts (9.2%) Interaction (13.8%) Opportunity to make inquiries (6.2%) Group work (6.2%)

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Perceptions of Effective Instruction (cont.) Instructor identity Sense of funniness (7.7%) Enthusiasm for the material (6.2%) Caring mentality (3.1%) Respect for understudy sentiment (3.1%) Willingness to help (3.1%)

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Preferences for Ways of Learning New Material Small class (40.0%) Personal instructional exercise (12.9%) Combination of little class & individual instructional exercise (23.1%) Online direction (9.2%)

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Perceptions of What Would Motivate Students To Attend IL Instruction If they required the aptitudes (15.4%) If it was required (4.6%) If it offered rewards Food (7.7%) College credit (7.7%) If the class offered individual advantage (4.6%)

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Perceptions of Motivation To Attend (cont.) If teacher had a decent notoriety (10.8%) If the class was known as a fun class (6.2%) If the class was moderately short (6.2%) If it was held at various times (4.6%) If it held in various areas (4.6%)

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Summary of Preferences Students like little classes, assemble work, and chances to rehearse. By what method can curators outline learning encounters that utilize these different methodologies? They don't care for address or online guideline. Have administrators, maybe, made mistaken presumptions about understudies' proclivity for innovation? They require some kind of inspiration to go to IL direction. In what manner can custodians work with staff and chairmen to give the motivating forces understudies require?

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Instructional Intervention Listening to the voices of underneath capable understudies

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Using an Evidence-Based Approach Objective measure of data education abilities—utilizing the ILT; we know we've recognized beneath capable understudies. In view of information assembled from meetings and center gatherings with underneath capable understudies. Reality based Most curators are given the "one-shot" workshop with which to work. Can't do everything in 60 minutes. Each circumstance is somewhat unique; requirement for adaptability.

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Focusing on Students' Perceptions & Conceptions Students enormously over-gauge

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