This document discusses the potential benefits of using short "bite-sized" information literacy lessons rather than longer comprehensive sessions. It references research showing that spacing out lessons over time (interleaving) can be more effective for learning than back-to-back lessons (massing). The key is not just length but making the lessons responsive and diverse. Data is presented showing increases in student engagement and skills with bite-sized lessons compared to previous years.

1. Little and often
Exploring the potential of information
literacy mini lessons
Leah Emary, Clare McCluskey, Victoria Watt
LILAC, Sheffield Hallam University
24 April 2014

2. Background
• Little and often = bite size
• Bite size sessions and learning objects are
used at other HE institutions
• Born of pragmatism
• But is there theory behind it?

4. Interleaving vs Massing
• Kornell and Bjork 2008
– ABC, ABC, ABC vs AAA, BBB, CCC
• Spacing (Roediger 2012)
• Long 2013
• Pashler 2007

5. Length on its own is not the key
rather
Responsiveness and diversity of what we
offer

6. Cepeda, N. et al., 2006. Distributed practice in verbal recall tasks: A review and quantitative
synthesis. Psychological Bulletin, 132(3), pp.354–380.
Kornell, N. & Bjork, R., 2008. Learning Concepts and Categories: Is Spacing the “Enemy of
Induction”? Psychological Science, 19(6), pp.585–593.
Landauer, T. & Bjork, R., 1978. Optimum rehearsal patterns and name learning. In Practical Aspects
of Memory. London: Academic Press.
Long, M., 2011. The psychology of education, London : Routledge, 2011.
McCluskey, C., 2013. Mapping and evaluating the information landscape. In J. Secker & E. Coonan,
eds. Rethinking Information Literacy: A Practical Framework for Supporting Learning. London: Facet,
pp. 41–53.
Pashler, H. et al., 2007. Enhancing learning and retarding forgetting: Choices and
consequences. Psychonomic Bulletin & Review, 14(2), pp.187–193. Available at:
http://www.pashler.com/Articles/Pashler.Rohrer.Cepeda.Carpenter_2007.pdf.
Rhem, J., Deep/Surface Approaches To Learning In Higher Education: A Research Update. Essays on
Teaching Excellence. Available at: http://teaching.uchicago.edu/oldsite/pod/09-
10/Rhem.html [Accessed April 2, 2014].
Roediger, H. et al., 2012. Applications of cognitive science to education. In S. Della Salla,
ed. Neuroscience in Education: The Good, the Bad, and the Ugly. Oxford: Oxford University Press.
https://www.zotero.org/groups/bite_sized_information_literacy_bibliography

7. Lecture by nist6dh
CC BY-SA 2.0 http://creativecommons.org/licenses/by-sa/2.0/

8. Tutorial attendance
2011/12 2012/13 2013/14 (so
far)
32 35 53

9. NSS – Question 16
2011 2012 2013
Lower
primary
62 72 96
Upper
primary
64 71 86

10. “We have noticed a big
improvement in the use of
resources in this module.
Appropriate and wide-ranging.”

11. Image Sources
• Phone Call by Lobna
https://www.flickr.com/photos/lobnapics/265931206/
• Dunkin’ Donuts Sign – Latham New York by MJBarnes
https://www.flickr.com/photos/33445721@N04/8984938659/
• Michael Falling Off a Cliff by Nailz1000
https://www.flickr.com/photos/nailz1000/3228696928/
• Empty Theatre Red Seats by Eric Broder Van Dyke
https://www.flickr.com/photos/ericbvd/4324724233
• Hand Grab by Sandor Weisz
https://www.flickr.com/photos/37961843@N00/393009070