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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 www.PosterPresentations.com 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 http://uknowledge.uky.edu/edc_etds/6 2.Hsieh, M. L., & Yang, S. (2014, October 1). Intro to Speech Communication (COM-102 A1, McManimon). Retrieved October 6, 2014, from http://guides.rider.edu/COM-104_A1 3.Hsieh, M. L., & Yang, S. (2014, October 1). Intro to Speech Communication (COM-104 B1, McManimon). Retrieved October 7, 2014, from http://guides.rider.edu/COM-104_B1 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, https://docs.google.com/forms/d/1RPWJ5oopjW5840anWmLOX 8cerawjSTtEcbbzRR_lzig/viewform?usp=send_form 6.Rubric for COM-104S Intro to Speech Communication. (2014). Retrieved December 4, 2014, from http://library.rider.edu/eop/Rubric.pdf 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

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