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Predictable misunderstandings in information literacy webinar slides 11142017

Instructional Librarian Lisa Janicke Hinchliffe shares initial findings from her research into predictable misunderstandings students harbor toward information literacy, and how librarians can tailor instruction to correct these. In any domain of learning, it is helpful to anticipate common student misconceptions—however such systematic research is only beginning for information literacy. Hinchliffe will discuss her groundbreaking research, and explore how libraries can design instruction to more effectively teach these important skills.

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Predictable Misunderstandings in Information Literacy:
Anticipating Student Misconceptions To Improve Instruction
Predictable Misunderstandings in
Information Literacy:
Anticipating Student Misconceptions
To Improve Instruction
Lisa Janicke Hinchliffe
Professor, University of Illinois at
Urbana-Champaign
ljanicke@Illinois.edu
RESEARCH TEAM
 Lisa Janicke Hinchliffe,
Professor/Coordinator for
Information Literacy Services and
Instruction, University Library and
Affiliate Faculty, School of
Information Sciences, University of
Illinois at Urbana-Champaign
 Allison Rand, Graduate Student,
Master’s in Library Science
 Jillian Collier, Graduate Student,
Master’s in Library Science
ADVISORY BOARD
➢Lori DuBois, Reference and Instruction Librarian, Williams College
➢Brian Gray, Team Leader, Research Services & Librarian: Chemical &
Biomolecular Engineering and Macromolecular Science & Engineering,
Case Western Reserve University
➢Lauren Kosrow, Reference Librarian, Triton College Library
➢Ray Pun, First Year Student Success Librarian, California State University-
Fresno
➢April Sheppard, Assistant Director of Public Services, Arkansas State
University
➢Leslie A. Warren, Dean, Academic Information Services, Northern Michigan
University
➢Ian Singer, General Manager, Credo Reference
AVAILABLE
ONLINE
http://bit.ly/FYEresults
SURVEY FINDINGS (1)
Searching and Evaluating:
• Librarians at both community colleges and four-
year colleges and universities ranked the ability to
evaluate sources for reliability as the top
challenge for first-year students.
• Students at four-year schools also lack
awareness of library resources and find it
challenging to identify appropriate sources for
their assignments.
• At two-year schools, students lack prior
information literacy experience and are not well
versed in advanced research skills.
• Many new students lack experience in using an
academic library or completing research projects.

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Predictable misunderstandings in information literacy webinar slides 11142017

  • 1. Predictable Misunderstandings in Information Literacy: Anticipating Student Misconceptions To Improve Instruction
  • 2. Predictable Misunderstandings in Information Literacy: Anticipating Student Misconceptions To Improve Instruction Lisa Janicke Hinchliffe Professor, University of Illinois at Urbana-Champaign ljanicke@Illinois.edu
  • 3. RESEARCH TEAM  Lisa Janicke Hinchliffe, Professor/Coordinator for Information Literacy Services and Instruction, University Library and Affiliate Faculty, School of Information Sciences, University of Illinois at Urbana-Champaign  Allison Rand, Graduate Student, Master’s in Library Science  Jillian Collier, Graduate Student, Master’s in Library Science
  • 4. ADVISORY BOARD ➢Lori DuBois, Reference and Instruction Librarian, Williams College ➢Brian Gray, Team Leader, Research Services & Librarian: Chemical & Biomolecular Engineering and Macromolecular Science & Engineering, Case Western Reserve University ➢Lauren Kosrow, Reference Librarian, Triton College Library ➢Ray Pun, First Year Student Success Librarian, California State University- Fresno ➢April Sheppard, Assistant Director of Public Services, Arkansas State University ➢Leslie A. Warren, Dean, Academic Information Services, Northern Michigan University ➢Ian Singer, General Manager, Credo Reference
  • 6. SURVEY FINDINGS (1) Searching and Evaluating: • Librarians at both community colleges and four- year colleges and universities ranked the ability to evaluate sources for reliability as the top challenge for first-year students. • Students at four-year schools also lack awareness of library resources and find it challenging to identify appropriate sources for their assignments. • At two-year schools, students lack prior information literacy experience and are not well versed in advanced research skills. • Many new students lack experience in using an academic library or completing research projects.
  • 7. SURVEY FINDINGS (2) Metacognition: • Students don’t always understand that they need to learn these skills, or how they are helpful. • Respondents stated that first-year students sometimes lack an understanding of what they need to learn or how research can benefit them. • Overconfidence may make students less willing to attend or absorb new training. • Other librarians cited problems such as student apathy and a lack of attention span as additional challenges.
  • 8. SURVEY FINDINGS (3) Preparation/Context: Librarians noted that some students arrive having attended high schools without a library and lack basic computer skills or experience navigating a library.
  • 9. SURVEY FINDINGS (4) Challenges Librarians Face: • Limited Contact Time with Students • Competing Learning Demands in the First-Year • Overloaded Curriculum • Misalignment with Faculty Expectations • Instruction Out of Assignment Context
  • 11. CONCEPTUAL BASIS: “PREDICTABLE MISUNDERSTANDINGS” “Learners are not blank slates. They come to the learning situation with prior knowledge, experience, and, quite possibly, some misconceptions. Such misunderstandings, as opposed to confusion or inattention, typically flow from prior experience and a plausible inference based on that experience … existing misconceptions get in the way of understanding, and they have to be recognized and rooted out. For new and improved ways of thinking to take hold, old “facts” and habits of thought and action have to be questioned and sometimes unlearned.”
  • 12. INVESTIGATING MISCONCEPTIONS Fundamental Question: What are the misconceptions that drive errors in information literacy practice? Challenge: We see the errors and struggles but how to uncover the misconception?
  • 13. NOTE: A MISCONCEPTION INVENTORY List of Erroneous Beliefs (What Students Believe Instead of the Correct Belief) Not All Students Have All Erroneous Beliefs Not Empirical Finding of How Many Students Have Each Misconception
  • 14. STUDY DESIGN Phase 1: Develop Misconception Inventory Phase 2: Expand/Validate Inventory Through Librarian Focus Groups
  • 15. PHASE 1: DEVELOP MISCONCEPTION INVENTORY 1. Extracted all open-ended comments from the Credo/LJ survey. 2. Code each comment for: Interpretation Predictable Misunderstanding (Free Text) Reflection of ACRL Framework Concepts (Yes/No for Each Concept) Reflects Student Cognition (Yes/No) Reflects Student Affect(Yes/No) Reflects Faculty Affect (Yes/No) Notes (Free Text) 3. Synthesize Misunderstandings
  • 17. THE MISCONCEPTIONS First-year students … 1. believe they are supposed to do their research without assistance (and therefore they do not ask for help and see the library as intimidating). 2. believe that learners are outside of the community of scholars (not within and thus do not see themselves as an apprentice in the community of practice). 3. believe research is a linear (uni-directional) process (and therefore do not see it as an iterative process and integrated into their work). 4. perceive the library as a place to get books (and not as a learning commons with great variety of source types and services). 5. believe that relevancy rankings in search results reflect quality (rather than search statement relevance). 6. conflate achieving access and information quality (and therefore do not differentiate between finding information and finding good information). 7. believe that freely available Internet resources are sufficient for academic work (because they have been successful using them and therefore to not see the value of library resources). 8. think Google is a sufficient search tool (because they have been successful using it and therefore do not see the value of library databases). 9. believe that they are information literate (though they do not use that terminology).
  • 18. THE MISCONCEPTIONS (1-3) First-year students … 1. believe they are supposed to do their research without assistance (and therefore they do not ask for help and see the library as intimidating). 2. believe that learners are outside of the community of scholars (not within and thus do not see themselves as an apprentice in the community of practice). 3. believe research is a linear (uni-directional) process (and therefore do not see it as an iterative process and integrated into their work).
  • 19. THE MISCONCEPTIONS (4-6) First-year students … 4. perceive the library as a place to get books (and not as a learning commons with great variety of source types and services). 5. believe that relevancy rankings in search results reflect quality (rather than search statement relevance). 6. conflate achieving access and information quality (and therefore do not differentiate between finding information and finding good information).
  • 20. THE MISCONCEPTIONS (7-9) First-year students … 7. believe that freely available Internet resources are sufficient for academic work (because they have been successful using them and therefore to not see the value of library resources). 8. think Google is a sufficient search tool (because they have been successful using it and therefore do not see the value of library databases). 9. believe that they are information literate (though they do not use that terminology).
  • 21. PHASE 2: LIBRARIAN FOCUS GROUPS Participants: Librarians Who Work with First-Year College Students in Reference and/or Instruction Setting Expand and Validate the Misconception Inventory Completed in November 2017 Conducted Online 8-10 Participants/Group
  • 22. TENTATIVE FINDINGS Affirmed most of the synthesized misconceptions Revealed additional misconceptions Refined and developed nuance in conceptualization Clarified distinctions between erroneous knowledge and lack of knowledge
  • 23. FINDINGS → PRACTICE Influence instructional design and pedagogical approaches Serve as a theoretical foundation for follow-on empirical investigations Inform future development of Credo Information Literacy Modules
  • 25. Assessing First Year Students: A Conversation on Assessment Techniques Wednesday, December 13th at 12pm ET credo.link/assess