Embedding Information Literacy in a First-Year Business Undergraduate Course
ARTICLE
Robin Price, Karen Becker, Lynette Clark, Sue Collins
Studies in Higher Education Volume 36, Number 6, ISSN 0307-5079
Abstract
This article reports on a project to embed information literacy skills development in a first-year undergraduate business course at an Australian university. In accordance with prior research suggesting that first-year students are over-confident about their skills, the project used an optional online quiz to allow students to pre-test their information literacy skills. The students' lower than expected results subsequently encouraged greater skill development. However, not all students elected to undertake the first quiz. A final assessable information literacy quiz increased the levels of student engagement, suggesting that skill development activities need to be made assessable. We found that undertaking the information literacy quizzes resulted in a statistically significant improvement in students' information literacy skills from the pre-test to the post-test. This research therefore extends previous research by providing an effective means of delivering information literacy skill development to large cohorts of first-year students. (Contains 2 tables.)
Citation
Price, R., Becker, K., Clark, L. & Collins, S. (2011). Embedding Information Literacy in a First-Year Business Undergraduate Course. Studies in Higher Education, 36(6), 705-718. Retrieved March 28, 2024 from https://www.learntechlib.org/p/65936/.
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Cited By
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Self-Perception of Digital Information literacy skills among first year students
Efrat Pieterse & Zehava Santo, Western Galilee College, Israel; Riki Greeberg, Haifa University and Bar-Ilan University, Israel
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1309–1316
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