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Walton johnston poster

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LILAC 2014 Poster

LILAC 2014 Poster

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  • 1. How does information literacy teaching affect a person's self-efficacy? Dr Geoff Walton, Northumbria University geoff.walton@northumbria.ac.uk Eleanor Johnston, Staffordshire University e.johnston@staffs.ac.uk Step-up to HE ‘This is a short study skills course with some tailored subject content delivered at a UK university. The programme seeks to give potential students the opportunity to experience studying in Higher Education, especially those who feel they may not have the right skills for this endeavour. This is part of a ‘Widening Participation’ initiative to encourage students from non- traditional back-grounds to consider attending university. The 12 week programme contains a 3 week information literacy intervention. Information literacy intervention Method A quantitative analysis using a questionnaire containing 10 statements which was administered to participants before and after delivery of the taught sessions. The questionnaire was based on Bandura’s original self-efficacy statements (Bandura, 2006) with an equal number of specific information literacy statements added. Findings The findings at this stage proved to be very mixed. Questionnaire responses to statements relating specifically to information literacy tended to show a positive affect (See Q3) which is statistically significant. For the more ‘general’ self-efficacy statements (see Q6) some scores showed a positive affect but there were also some scores that showed a decrease (statistical significance not established). Future research More detailed research is required to fully establish patterns in the data. Furthermore, to establish the veracity of these findings the study will be repeated over the next two academic years. Hypothesis Participants involved in Step-up to HE (n=20 in first sample but only 11 completions) will gain a statistically significantly higher score in the self- efficacy post information literacy intervention questionnaire than in the pre-intervention questionnaire. The 12 week programme contains a 3 week information literacy face-to- face teaching intervention based on the ‘three spheres of information literacy’ (Walton & Cleland, 2013, p23). Week one focusses on finding information, the second on making judgements about information and the third on using information for an assignment. 0 10 20 30 40 50 60 70 80 90 100 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 Pre Post Q3: I can make sound judgements about information and evaluate it for its quality 0 20 40 60 80 100 120 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 Pre Post Q6: It is easy for me to stick to my aims and accomplish my goals Implications Until more results can be gathered to establish consistency it is argued that the hypothesis cannot be upheld. However, the results highlight an interesting trend. Early indications show that the intervention might have a positive effect on participants’ belief in their own information literacy, such as the ability to evaluate information. Conversely the results presented here show that any effect is far less certain regarding their self-efficacy more generally. References Walton, G. & Cleland, J. (2013). Strand 2: becoming an independent learner. In, Secker, J. & Coonan, E. (eds.). Rethinking information literacy: a practical framework for teaching. London: Facet. Bandura, A. (2006). Guide for constructing self-efficacy scales. In, Pajares, F. & Urdan, T. (eds.). Self- Efficacy Beliefs of Adolescent. Information Age Publishing.

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