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 | |
| 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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