Tag Archives: Information Literacy

Working With Scholarly Sources: An information literacy unit learning assessment for first-year undergraduates at the University of Hawaii at Hilo and Hawaii Community College

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Session Description
First-year college students are often tasked with library activities to develop information literacy skills as a requirement of their freshman English composition course. In the traditional environment of one-shot library classroom demonstrations and text-heavy online tutorials, these activities can be dry, unengaging and ineffective for students. This study aimed to improve learning outcomes and participant satisfaction with a new unit on scholarly communication topics that employed a blended learning environment using a flipped-classroom instructional strategy.

Eight student participants from two University of Hawaii campuses completed this study and were compensated for their time. Students were asked to view unit content via a self-paced, online learning management system before attending an optional face-to-face workshop session. Online content was organized into three modules using multimedia learning objects presented in a timeline format for easy navigation. A pretest, posttest, and exit survey were administered to assess learning and satisfaction. Most students showed improved posttest scores and expressed satisfaction with unit design and the use of multimedia content although none participated in the workshop session. A focus on use of multimedia objects within online tutorial design tied directly to active learning in the classroom is recommended to other academic libraries seeking to improve engagement and skills retention among their lower undergraduate students.

Presenter(s)
Brian Bays
Brian Bays, University of Hawaii at Manoa, HI
Brian Bays is a master’s student in the Learning Design and Technology Program at the University of Hawaii at Manoa. After earning a master’s degree in library science from Indiana University in 1999, he has worked for the past twenty years for academic and public libraries. He currently serves as Head of Collection Development at the Edwin H. Mookini Library, a joint-use facility serving the University of Hawaii at Hilo and Hawaii Community College. His interests have taken him from library acquisitions to library instruction where he works with undergraduate students to develop information literacy skills.
Session Type
LTEC Session
Audience
All Audiences

A recording of this presentation is available.
Click the button to the right to access the session archive.

Flip the Library: Introducing Digital Instruction Tutorials

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Session Description
Academic research strategies and methods are critical to students being engaged and successful in their scholastic efforts. Librarians at the University of Hawaiʻi at Mānoa (UHM), Hamilton Library attempt to support students with learning research strategies and methods through instructional sessions modeled after elements of the “Framework for Information Literacy for Higher Education” (Association of College & Research Libraries, 2015). The first of the instructional sessions orients learners to library resources, basic research strategies, and database searching. The established approach covers a vast amount of information. Yet, students’ apathy towards the library and their diverse research abilities are evident in their lack of engagement, leaving their subsequent learning in these sessions as questionable.

This presentation focuses on the results of an action research study that explored the impact of new instructional materials delivered using a flipped-learning approach. The new materials consisted of online videos and forms students viewed to create a working artifact for use during in-person library research sessions. The effectiveness of their learned research abilities was evaluated through librarian observations. The goal of this study was to better prepare students for the in-person library instructional sessions.

Participants were evaluated by their classification of research topics issues and their effectiveness of use in the research process. Action research strategies were utilized in this process for its noninvasive approach in the classroom and the holistic approach it brought to the instructional design process when librarians engaged with students in conversation to gauge learning. This presentation explores the insights and lessons gained from this process.

Presenter(s)
Sarah Nakashima
Sarah Nakashima, COE/University of Hawaii at Manoa, HI
Sarah Nakashima regularly looks for strange articles revolving around animals and cults. As a Humanities Librarian at Hamilton Library at the University of Hawaiʻi at Mānoa (UHM), she uses the found information to engage undergraduate students in the research process. Her excitement for student engagement and her desire to broaden the library’s reach motivated her to pursue online learning. Currently, Sarah is finishing as a Master’s candidate in the UHM College of Education, Learning Design and Technology department. Her research focused on incorporating online learning strategies into current library instructional roles.
Session Type
LTEC Session
Audience
Novice, Intermediate

A recording of this presentation is available.
Click the button to the right to access the session archive.