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I-LEARN and its impact: an experimental study. Ma Lei Hsieh, Susan McManimon & Sharon Yang


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Poster presented at LILAC 2015

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I-LEARN and its impact: an experimental study. Ma Lei Hsieh, Susan McManimon & Sharon Yang

  1. 1. RESEARCH POSTER PRESENTATION DESIGN © 2012 I-LEARN is a new information use and teaching model by Prof. Neuman4, a faculty at College of Information Science and Technology, Drexel University. The model includes six steps in teaching and applying information literacy (IL): Identify a topic/issue. Locate materials. Evaluate sources. Apply and organize information; generate new knowledge or understanding. Reflect by analyzing gathered material; ask if there are gaps and revise searching. kNow - integrate this new knowledge and use it in new contexts. According to Dr. Neuman, the past information literacy education focuses on information seeking (‘access-evaluate-use’ sequence) process, but the actual “use” part is not addressed. The I-LEARN model incorporates the missing steps in the teaching/learning cycle by adding “apply, reflect, and kNow” to complete the information teaching and learning process. This study intends to find out how effective I- LEARN model is by applying it in a speech communication classes at Rider University, New Jersey in summer 2014. Abstract Objectives • Educational Opportunity Program incoming freshmen attended 5 weeks of summer program. • Randomly divided students into two classes for Intro to Speech Communication course. • Class A control group, traditional model/ first 3 steps in instruction. • Class B experimental group, I-LEARN model/ adding “Apply”, “Reflect” and “Know in instruction. • Used two different research guides with different IL models for each class. • Each class received three IL sessions and the first 3 steps of research process. • Created three videos for the last three steps of the I-LEARN model. Research Guide for class A2 Research Guide for Class B (I-LEARN)3 Research Design Class A, N=13; Class B, N=12 Questions addressed concepts taught to both classes Findings Conclusions • I-LEARN seemed effective at the initial stage but the long term retention is not clear. Students need to practice using these concepts throughout the 4 years of college to internalize the IL concepts. • I-LEARN model is a process to turn research experience into knowledge. It takes time and more exploration to figure out how to teach the last three steps effectively. • Owing to the small sample sizes, duplicated study is needed to verify the results. • Successful implementation of I-LEARN needs close collaboration between faculty and librarians. References 1.Greenwell, S. (2013). Using the I-learn model for information literacy instruction: An experimental study (Doctoral dissertation, University of Kentucky, Lexington, KY). Retrieved from 2.Hsieh, M. L., & Yang, S. (2014, October 1). Intro to Speech Communication (COM-102 A1, McManimon). Retrieved October 6, 2014, from 3.Hsieh, M. L., & Yang, S. (2014, October 1). Intro to Speech Communication (COM-104 B1, McManimon). Retrieved October 7, 2014, from 4.Neuman, D. (2011). Learning in information-rich environments: I-LEARN and the construction of knowledge in the 21st century. New York, NY: Springer. 5.One-minute survey - Rider University Moore Library. (2014). Retrieved December 4, 2014, 8cerawjSTtEcbbzRR_lzig/viewform?usp=send_form 6.Rubric for COM-104S Intro to Speech Communication. (2014). Retrieved December 4, 2014, from Acknowledgement Special thanks to Prof. Pat Dawson at Rider University who helped with citation analysis, contributed innovative ideas, and acted in the education videos for I- LEARN. • Explore new ways for faculty/librarian collaboration in research instruction. • Explore how to implement/teach the last three steps of the I- LEARN model. • Find out if learning outcomes are different between the traditional and I-LEARN model pedagogies. LILAC , Newcastle University, UK, 8 – 10 April 2015 Ma Lei Hsieh, Susan J. McManimon, Sharon Q. Yang, Rider University, New Jersey I-LEARN and Its Impact: An Experimental Study Statistical analysis (Paired sample t-test & ANOVA) • Both classes started on the same level (pretest). • Class B (experimental group) scored significantly higher than Class A (control group) by the end of the summer (posttest). • No differences were there between the classes one month after summer (2nd posttest). Students improved on: • Q8 Boolean connectors AND/OR. • Q14 Source type matches search tools. • Q19 Tell an element of a citation. Still confused on: • Q7 AND/OR connectors. • Q 17 Determine if a website is credible. Citation analysis • No differences between two classes. • Most had poor citation skills with missing citation data, especially publication dates and not matching in-text citations with references. Discussion of research process Students copied the steps in their class research guides. One minute survey • Learned useful knowledge/skills and will apply them in future studies. • Some prefer shorter sessions, each with less information. Assessment Instruments: • Pretest, posttest (beginning & end of summer) • Second posttest (one month after summer) • Citation analysis (according to a rubric6) • Student discussion on research process • One minute survey5 46% 51% 55%54% 69% 64% 0% 10% 20% 30% 40% 50% 60% 70% 80% Pretest Posttest 2nd Posttest Class A Class B