Using the i-learn model to design information literacy instruction

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

An experimental study examined whether information literacy skills instruction designed using the I-LEARN model increased student (N=112) understanding and application of information literacy concepts. While the analysis of the results of pre- and post-test scores and scores on a citation analysis showed that there was no significant difference between the two groups, students in the experimental group used the I-LEARN-designed research guide more often that students in the control group. This warrants further study, and the author is currently working with others to use I-LEARN as a framework to design research guides.

Original languageEnglish
Pages (from-to)400-406
Number of pages7
JournalCommunications in Computer and Information Science
Volume492
DOIs
StatePublished - 2014

Keywords

  • Course guides
  • I-LEARN
  • Instructional design
  • Instructional strategies
  • Instructional technology
  • LibGuides

ASJC Scopus subject areas

  • Computer Science (all)
  • Mathematics (all)

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