Using the i-learn model to design information literacy instruction

Stacey Greenwell

doi:10.1007/978-3-319-14136-7_42

Using the i-learn model to design information literacy instruction

Stacey Greenwell

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Research output: Contribution to journal › Article › peer-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 language	English
Pages (from-to)	400-406
Number of pages	7
Journal	Communications in Computer and Information Science
Volume	492
DOIs	https://doi.org/10.1007/978-3-319-14136-7_42
State	Published - 2014

Bibliographical note

Publisher Copyright:
© Springer International Publishing Switzerland 2014.

Keywords

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

ASJC Scopus subject areas

General Computer Science
General Mathematics

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10.1007/978-3-319-14136-7_42

Cite this

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title = "Using the i-learn model to design information literacy instruction",

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.",

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AB - 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.

KW - Course guides

KW - I-LEARN

KW - Instructional design

KW - Instructional strategies

KW - Instructional technology

KW - LibGuides

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SN - 1865-0929

VL - 492

SP - 400

EP - 406

JO - Communications in Computer and Information Science

JF - Communications in Computer and Information Science

ER -

Using the i-learn model to design information literacy instruction

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

Access to Document

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