A test of the efficacy of an information literacy lesson in an introductory biology laboratory course with a strong science-writing component

被引：10

作者：

Fuselier L. ^{[1
]}

Nelson B. ^{[2
]}

机构：

[1] Department of BioSciences, Hagen Hall, Minnesota State University, Moorhead, Moorhead, MN 56563

[2] Library, Minnesota State University, Moorhead, MN

来源：

Science and Technology Libraries | 2011年 / 30卷 / 01期

关键词：

college biology; library skills; science information literacy; undergraduate education;

D O I：

10.1080/0194262X.2011.547101

中图分类号：

学科分类号：

摘要：

Competency in science information literacy is an objective of most undergraduate biology programs and increasingly important in freshman introductory courses. We implemented a controlled study to test the efficacy of a single, information literacy lesson at the beginning of the semester in an introductory biology laboratory course with embedded writing components. We examined effects of this pedagogical manipulation by comparing laboratory sections that received the lesson with those that did not. We found that skills related to the identification of primary or secondary sources and use of proper citation format were higher in those sections that received a single literacy lesson in the semester-long course. Additionally, one year after the course, students who completed the course showed better mastery of information literacy skills compared to students who did not take the laboratory course. We used results from this controlled study to inform curriculum content decisions in our introductory biology course sequence. Copyright © Taylor & Francis Group, LLC.

引用

页码：58 / 75

页数：17

共 26 条

[1]

Information Literacy Competency Standards for Higher Education, (2000)

[2]

Bowden T.S., Dibenedetto A., Information literacy in a biology laboratory session: An example of librarian-faculty collaboration, Research Strategies, 18, 2, pp. 143-149, (2001)

[3]

Reinventing Undergraduate Education: A Blueprint for America's Research Universities, (1998)

[4]

Choinski E., Emanuel M., The one-minute paper and the one-hour class, Reference Service Review, 34, pp. 148-155, (2006)

[5]

Deniz M.E., Tras Z., Aydogan D., An investigation of academic procrastination, locus of control and emotional intelligence, Educational Sciences: Theory and Practice, 9, pp. 623-632, (2009)

[6]

Ferguson J., Neely T., Sullivan K., A baseline information literacy assessment of biology students, Reference and User Services Quarterly, 46, pp. 61-71, (2006)

[7]

Ferrer-Vincent I., Carello C., Embedded library instruction in a first-year biology laboratory course, Science and Technology Libraries, 28, pp. 325-351, (2008)

[8]

Firooznia F., Andreadis D.K., Information literacy in introductory biology, Journal of College Science Teaching, 35, pp. 23-27, (2006)

[9]

Hudspith B., Jenkins H., Teaching the Art of Inquiry, (2001)

[10]

Huerta D., McMillan V., Reflections on collaborative teaching of science information literacy and science writing, Resource Sharing and Information Networks, 17, 1-2, pp. 19-28, (2004)

← 1 2 3 →