The Effect of Library Instruction Learning Environments on Self-Efficacy Levels and Learning Outcomes of Graduate Students in Education.

Beile, Penny and Boote, David The Effect of Library Instruction Learning Environments on Self-Efficacy Levels and Learning Outcomes of Graduate Students in Education., 2002 . In American Educational Research Association Annual Meeting, New Orleans, Louisiana (U.S.), April 2002. (Unpublished) [Conference paper]

[img]
Preview
PDF
effect_of_library_instruction_learning_environments.pdf

Download (171Kb) | Preview

English abstract

The purpose of the study was to examine the effectiveness of three learning environments: (1) campus-based students who attended a classroom library instruction session; (2) campus-based students who completed a Web-based library tutorial; and (3) distance students who completed a Web-based library tutorial on library skills self-efficacy levels and learning outcomes among graduate students of education. Participant were 49 degree- and certificate seeking graduate students who completed a survey before and after the tutorials. Regardless of the learning environment, all groups significantly improved the library skills learning outcomes, as indicated by scores on the measure of library skills. Exposure to prior library instruction does appear to offer a significant effect on both pretreatment and postreatment self-efficacy levels and postreatment skills test scores. Results also suggest that an electronic tutorial may produce the same cognitive outcomes as classroom-based library instruction.

Item type: Conference paper
Keywords: library instruction, self efficacy, library tutorials, assessment
Subjects: B. Information use and sociology of information. > BA. Use and impact of information.
C. Users, literacy and reading. > CB. User studies.
C. Users, literacy and reading. > CE. Literacy.
D. Libraries as physical collections. > DD. Academic libraries.
Depositing user: Penny Beile
Date deposited: 15 May 2012
Last modified: 14 Dec 2012 22:43
URI: http://hdl.handle.net/10760/16973

References

"SEEK" links will first look for possible matches inside E-LIS and query Google Scholar if no results are found.

Association of College and Research Libraries, Task Force on Information Literacy Competency Standards (2000). Information Competency Standards for Higher Education (Online). Available: http://www.ala.org/acrl/ilintro.html.

Bandura, A. J. (1995). Self-efficacy: The exercise of control. New York: Freeman.

Bandura, A. J. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.

Beile, P. M. (2001). [Factor analysis of library skills self-efficacy survey]. Unpublished raw data.

Dugard, P. & Todman, J. (1995). Analysis of pre-test-post-test control group designs in educational research. Educational Psychology, 15(2), 181-199.

Eadie, T. (1990). Immodest proposals. Library Journal, 115(7), 42-45.

Fox, L. M. & Weston, L. (1993). Course-integrated instruction for nursing students: How effective?. Research Strategies, 11, 89-99.

Greer, A., Weston, L., & Alm, M. L. (1991). Assessment of learning outcomes: A measure of progress in library literacy. College & Research Libraries, 52, 549-557.

Kennedy, M. M. (1993). A study package for examining and tracking changes in teachers’ knowledge (NCRTL Technical Series 93-1). East Lansing, MI: National Center for Research on Teacher Learning. (ERIC Document Reproduction Service No. ED359170)

Martin, B. L. (1989). A checklist for designing instruction in the affective domain. Educational Technology, 29, 7-15.

Maughan, P. D, (2001). Assessing information literacy among undergraduates: A discussion of the literature and the University of California-Berkeley experience. College & Research Libraries, 62, 71-85.

Nahl-Jakobovits, D. & Jakobovits, L. A. (1993). Bibliographic instructional design for information literacy: Integrating affective and cognitive objectives. Research Strategies, 11, 73-88.

Ren, W. H. (2000). Library instruction and college student self-efficacy in electronic information searching. Journal of Academic Librarianship, 26, 323-328.


Actions (login required)

View Item View Item