This document summarizes research comparing the effectiveness of different active learning techniques for information literacy instruction. The researchers studied clickers, problem-based learning, and a traditional lecture style. They administered pre- and post-class assessments to measure student learning. Results showed that clickers and problem-based learning produced slightly higher gains in student skills than traditional lectures. Problem-based learning was most effective for combining concepts using Boolean operators and quotation marks. The researchers aim to further develop hybrid class models and better integrate assessments to measure long-term learning impacts.

1. Alanna Ross
Christine Furno
Active learning strategies in the IL classroom.
Evaluating methods, comparing results &
measuring ‘real’ impact.

3. AUS Students

7. IL instruction at AUS

8. Active Learning
The challenge to engage
Alternatives to lecture based classes
Extend assessment efforts
Opportunity to explore
new technologies

9. Initial Study (2009) : Clickers

10. Class Design
Librarians
Students

11. Research questions
Do clickers have a positive impact in
the Library instruction environment?
How do students perform during
in-class activities?
Are students demonstrating an
increase in IL skills post-class?

12. Methodology
Pre-class assessment
In-class testing and review
Post-class assessment

13. Outcomes
Students perceived clickers to be an
effective learning tool
•A change from passive learning to a
more active learning format
produced increased learning outcomes
•Students demonstrated an increase in
IL skills post-class (6%)

14. Extending the research…
Lecture PBL Clickers
Information Literacy
Assessment

15. Research questions
Do other active learning techniques
produce positive results?
Which technique has the most
positive impact?
How does student performance
compare?

16. Who participated in the study?
English 204 students (Spring 2010)
Clickers Problem Based Learning
(PBL)
Lecture - Style
79 students 68 students 52 students
4 sections 4 sections 4 sections

17. Methodology
Pre-class assessment
In-class testing / review /
feedback
Post-class assessment

18. What competencies did we study?
1. Key concept identification
2. Combining key concepts
3. Refining results

19. Class Design

20. Overall results
Differences between
pre & post IL class assessments
CLICKERS TRADITIONAL
LECTURE
PBL
+ 0.3% + 2.7% + 2.4%

21. Drawing overall conclusions …
Overall performance?
Most effective methodology?
Effective measures?

22. Results
Competency – Key concept identification
CLICKERS TRADITIONAL PBL
Competency – Combining key concepts using Boolean operators
CLICKERS TRADITIONAL PBL
Competency – Combining key concepts using quotation marks
CLICKERS TRADITIONAL PBL
+ 0.8 % + 8.0 % + 2.0 %
- 2.3 % + 14.6 % + 3.9 %
- 5.5 % - 7.2 % - 3.7 %

23. Results
Competency – Refining results
CLICKERS TRADITIONAL PBL
Competency – Refining results
CLICKERS TRADITIONAL PBL
+ 3.4 % - 0.3 % - 0.6 %
- 0.8 % - 3.7 % +15.5 %

24. Considering class types …
Clickers
Traditional / Lecture
Problem based learning

25. Feedback
Student interviews
Formative assessment
Critical Reflection

26. Challenges
One shot class
Semester timing
Faculty support
In-class data capture
Technology
No assessment integration
ESL learners

27. Moving ahead …
Competency selection
Map learning modules to course outline
Hybrid class development
Assessment

29. Alanna Ross : aross@aus.edu
Christine Furno : cfurno@aus.edu
Active learning strategies in the IL classroom.
Evaluating methods, comparing results & measuring
‘real’ impact.
Thank you