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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/13123

Title: Using assignment data to analyse a blended information literacy intervention: a quantitative approach
Authors: Walton, Geoffrey L.
Hepworth, Mark
Keywords: Cognition
Critical thinking
Information literacy
Online social network learning
Social media learning
Issue Date: 2013
Publisher: © Sage Publications
Citation: WALTON, G. and HEPWORTH, M., 2013. Using assignment data to analyse a blended information literacy intervention: a quantitative approach. Journal of Librarianship and Information Science, 45 (1), pp. 53 - 63.
Abstract: This research sought to determine whether a blended information literacy learning and teaching intervention could statistically significantly enhance undergraduates’ information discernment compared to standard face-to-face delivery. A mixture of face-to-face and online activities, including online social media learning, was used. Three interventions were designed to develop the information literacies of first-year undergraduates studying Sport and Exercise at Staffordshire University and focused on one aspect of information literacy: the ability to evaluate source material effectively. An analysis was devised where written evaluations of found information for an assessment were converted into numerical scores and then measured statistically. This helped to evaluate the efficacy of the interventions and provided data for further analysis. An insight into how the information literacy pedagogical intervention and the cognitive processes involved in enabling participants to interact critically with information is provided. The intervention which incorporated social media learning proved to be the most successful learning and teaching approach. The data indicated that undergraduate students’ information literacy can be developed. However, additional long-term data is required to establish whether this intervention would have a lasting impact.
Description: This article is closed access, it was published in the serial Journal of Librarianship and Information Science [© Sage Publications].The definitive version is available at: http://dx.doi.org/10.1177/0961000611434999
Version: Published
DOI: 10.1177/0961000611434999
URI: https://dspace.lboro.ac.uk/2134/13123
Publisher Link: http://dx.doi.org/10.1177/0961000611434999
ISSN: 1741-6477
Appears in Collections:Closed Access (Information Science)

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