Biology Student Perceptions of Information Literacy Instruction in the Context of an Essential Skills Workshop Series
DOI:
https://doi.org/10.29173/istl10Abstract
The University Libraries at the University of New Mexico reconfigured their established library instruction program for biology as part of a broader grant-funded essential skills workshop series for STEM students. This initiative standardized supplementary instruction through seven in-person and online workshops delivered to students through the Biology Department’s four core undergraduate laboratory courses. Post-workshop feedback data were gathered from students throughout the two-year grant period. The present study analyzes this data set—including 3,797 completed student surveys from both library and non-library workshops over the course of four semesters—with the goal of understanding STEM student perceptions of the value of information literacy skills as compared to the general and disciplinary value of other essential intellectual and practical skills. The findings suggest that undergraduate biology students generally perceive information literacy to be among the most valuable and relevant skills introduced through the workshop series. The results have the potential to inform information literacy instruction practices and collaborative efforts with broader essential skills education programs.
Downloads
References
American Chemical Society. 2015. Undergraduate professional education in chemistry: ACS guidelines and evaluation procedures for bachelor’s degree programs. American Chemical Society. [cited 2018 Dec 5]. Available from https://www.acs.org/content/dam/acsorg/about/governance/committees/training/2015-acs-guidelines-for-bachelors-degree-programs.pdf.
Anderson, K. & May, F.A. 2010. Does the method of instruction matter? An experimental examination of information literacy instruction in the online, blended, and face-to-face classrooms. Journal of Academic Librarianship 36(6):495–500. DOI: 10.1016/j.acalib.2010.08.005.
Aragon, S.R., Johnson, S.D. & Shaik, N. 2002. The influence of learning style preferences on student success in online versus face-to-face environments. American Journal of Distance Education 16(4):227–243. DOI: 10.1207/S15389286AJDE1604_3.
Association of College & Research Libraries. 2000. Information literacy competency standards for higher education. Association of College & Research Libraries. [cited 2017 Jul 13]. Available from http://hdl.handle.net/11213/7668.
Association of College & Research Libraries. 2006. Information literacy standards for science and engineering/technology. Association of College & Research Libraries. [cited 2017 Jul 13]. Available from http://www.ala.org/acrl/standards/infolitscitech.
Association of College & Research Libraries. 2015. Framework for information literacy for higher education. Association of College & Research Libraries. [cited 2017 Jul 13]. Available from http://www.ala.org/acrl/standards/ilframework.
Association of College & Research Libraries. 2016 Apr 12. ACRL/STS information literacy framework task force. Association of College & Research Libraries. [cited 2018 Jun 27]. Available from http://www.ala.org/acrl/aboutacrl/directoryofleadership/sections/sts/acr-ststfil.
Bakermans, M.H. & Ziino Plotke R. 2018. Assessing information literacy instruction in interdisciplinary first year project-based courses with STEM students. Library & Information Science Research 40(2):98–105. DOI: 10.1016/j.lisr.2018.05.003.
Bandyopadhyay, A. 2013. Measuring the Disparities between biology undergraduates’ perceptions and their actual knowledge of scientific literature with clickers. Journal of Academic Librarianship 39(2):194–201. DOI: 10.1016/j.acalib.2012.10.006.
Barkley, M. 2018. The library in the laboratory: implementing an online library tutorial in a freshman biology lab. Issues in Science & Technology Librarianship 88. DOI: 10.5062/F45B00QH.
Beile, P.M. & Boote, D.N. 2004. Does the medium matter?: a comparison of a web-based tutorial with face-to-face library instruction on education students’ self-efficacy levels and learning outcomes. Research Strategies 20(1):57–68. DOI: 10.1016/j.resstr.2005.07.002.
Bowles-Terry, M., Hensley, M. & Hinchliffe, L. 2010. Best practices for online video tutorials: a study of student preferences and understanding. Communications in Information Literacy 4(1):17. DOI: 10.15760/comminfolit.2010.4.1.86.
Bradley, C. 2013. Information literacy in the programmatic university accreditation standards of select professions in Canada, the United States, the United Kingdom, and Australia. Journal of Information Literacy 7(1):44–68. DOI: 10.11645/7.1.1785.
Bradley, C. 2014. Information use skills in the engineering programme accreditation criteria of four countries. European Journal of Engineering Education 39(1):97–111. DOI: 10.1080/03043797.2013.833173.
Burkhardt, J.M. 2007. Assessing library skills: a first step to information literacy. portal: Libraries and the Academy 7(1):25–49. DOI: 10.1353/pla.2007.0002.
Choinski, E. & Emanuel, M. 2006. The one?minute paper and the one?hour class: outcomes assessment for one?shot library instruction. Reference Services Review 34(1):148–155. DOI: 10.1108/00907320610648824.
Clewis, B. 1990. Scientific literacy: a review of the literature and implications for librarianship. Collection Management 12(3/4):101–112. DOI: 10.1300/J105v12n03_08.
Daland, H. 2015. Just in case, just in time, or just don’t bother? Assessment of one-shot library instruction with follow-up workshops. Liber Quarterly 24(3):125–139. DOI: 10.18352/lq.9714.
Ferrer-Vinent, I.J. & Carello, C.A. 2008. Embedded library instruction in a first?year biology laboratory course. Science & Technology Libraries 28(4):325–351. DOI: 10.1080/01942620802202352.
Freeman, E. & Lynd-Balta, E. 2010. Developing information literacy skills early in an undergraduate curriculum. College Teaching 58(3):109–115. DOI: 10.1080/87567550903521272.
Fuselier, L., Detmering, R. & Porter, T. 2017. Contextualizing and scaling up science information literacy in introductory biology laboratories. Science & Technology Libraries 36(2):135–152. DOI: 10.1080/0194262X.2017.1307158.
Fuselier, L. & Nelson, B. 2011. A test of the efficacy of an information literacy lesson in an introductory biology laboratory course with a strong science-writing component. Science & Technology Libraries 30(1):58–75. DOI: 10.1080/0194262X.2011.547101.
Gamtso, C.W. & Halpin, P.A. 2018. Tailoring library instruction for non-science majors taking hybrid and online science classes: student perceptions of information literacy in the virtual environment. Public Services Quarterly 14(2):99–118. DOI: 10.1080/15228959.2017.1372729.
Gehring, K.M., Eastman, D.A. & Hardin, J. 2008. Information fluency for undergraduate biology majors: applications of inquiry-based learning in a developmental biology course. CBE—Life Sciences Education 7(1):54–63. DOI: 10.1187/cbe.07-10-0091.
Greer, K., Hess, A.N. & Kraemer, E.W. 2016. The librarian leading the machine: a reassessment of library instruction methods. College Research Libraries 77(3):286–301. DOI: 10.5860/crl.77.3.286.
Gregory, K. 2013. Laboratory logistics: Strategies for integrating information literacy instruction into science laboratory classes. Issues in Science & Technology Librarianship 74. DOI: 10.5062/F49G5JSJ.
Griffin, K.L. & Ramachandran, H. 2010. Science education and information literacy: A grass-roots effort to support science literacy in schools. Science & Technology Libraries 29(4):325–349. DOI: 10.1080/0194262X.2010.522945.
Gross, M. & Latham, D. 2009. Undergraduate perceptions of information literacy: defining, attaining, and self-assessing skills. College & Research Libraries 70(4):336–350. DOI: 10.5860/0700336.
Harris, S.Y. 2017. Undergraduates’ assessment of science, technology, engineering and mathematics (STEM) information literacy instruction. IFLA Journal 43(2):171–186. DOI: 10.1177/0340035216684522.
Hartman, P., Newhouse, R. & Perry, V. 2014. Building a sustainable life science information literacy program using the train-the-trainer model. Issues in Science & Technology Librarianship 77. DOI: 10.5062/F4G15XTM.
Hattie, J.A.C. & Donoghue, G.M. 2016. Learning strategies: a synthesis and conceptual model. npj Science of Learning 1:16013. DOI: 10.1038/npjscilearn.2016.13.
Henderson, F., Nunez-Rodriguez, N. & Casari, W. 2011. Enhancing research skills and information literacy in community college science students. The American Biology Teacher 73(5):270–275. DOI: 10.1525/abt.2011.73.5.5.
Holden, I. 2012. Predictors of student’s attitudes toward science literacy. Communications in Information Literacy 6(1). DOI: 10.15760/comminfolit.2012.6.1.121.
Hollweg, K.S., Taylor, J.R., Bybee, R.W., Marcinkowski, T.J. & Zoido, P. 2011. Developing a framework for assessing environmental literacy. North American Association for Environmental Education. [cited 2018 Dec 5]. Available from https://cdn.naaee.org/sites/default/files/devframewkassessenvlitonlineed.pdf.
Institute of Physics. 2014. The physics degree: graduate skills base and the core of physics. Institute of Physics. [cited 2018 Dec 5]. Available from http://www.iop.org/education/higher_education/accreditation/file_64166.pdf
Johnson, S.D., Aragon, S.R. & Shaik, N. 2000. Comparative analysis of learner satisfaction and learning outcomes in online and face-to-face learning environments. Journal of Interactive Learning Research 11(1):29–49.
Johnston, B. & Webber, S. 2003. Information literacy in higher education: a review and case study. Studies in Higher Education 28(3):335–352. DOI: 10.1080/03075070309295.
Kim, S.U. & Shumaker, D. 2015. Student, librarian, and instructor perceptions of information literacy instruction and skills in a first year experience program: a case study. Journal of Academic Librarianship 41(4):449–456. DOI: 10.1016/j.acalib.2015.04.005.
Klucevsek, K.M. 2017. The Intersection of Information and Science Literacy. Communications in Information Literacy 11(2):354-365. DOI: 10.15760/comminfolit.2017.11.2.7.
Klucevsek, K.M. & Brungard, A.B. 2016. Information literacy in science writing: how students find, identify, and use scientific literature. International Journal of Science Education 38(17):2573–2595. DOI: 10.1080/09500693.2016.1253120.
Kuhlthau, C.C. 2004. Seeking meaning: a process approach to library and information services. 2nd ed. Westport, Conn.: Libraries Unlimited. 264 p.
Laherty, J. 2000. Promoting information literacy for science education programs: correlating the National Science Education Content Standards with the Association of College and Research Libraries Information Competency Standards for Higher Education. Issues in Science & Technology Librarianship 28. DOI: 10.5062/F4FN145Z.
Lantz, C. 2016. Information literacy in the lab: graduate teaching experiences in first-year biology. Issues in Science & Technology Librarianship 85. DOI: 10.5062/F4VD6WFV.
Malenfant, C. & Demers, N.E. 2004. Collaboration for point?of?need library instruction. Reference Services Review 32(3):264–273. DOI: 10.1108/00907320410553678.
Matlin, T. & Lantzy, T. 2017. Maintaining quality while expanding our reach: using online information literacy tutorials in the sciences and health sciences. Evidence Based Library and Information Practice 12(3):95–113. DOI: 10.18438/B8ZD3Q.
Miller, L.N. 2011. University biology patrons in the library literature 2000-2010: a content analysis & literature review. Partnership: The Canadian Journal of Library and Information Practice and Research 6(1). DOI: 10.21083/partnership.v6i1.1400.
Milne, C., Thomas, J.A. & Dawson, G.C. 2009. Sampling perceptions; testing reality: an evidence-based approach to measurably improve information literacy and student research skills. In: Proceedings of the 2009 AAEE Conference, Adelaide. The University of Adelaide. p. 587–592. [cited 2018 Dec 5]. Available from http://www.plevin.com.au/aaee2009/index.htm.
National Academies of Sciences, Engineering, and Medicine. 2016. Science literacy and health literacy: rationales, definitions, and measurement. In: Science Literacy: Concepts, Contexts, and Consequences. Washington, DC: The National Academies Press. p. 21–46. DOI: 10.17226/23595.
National Research Council. 1996. National Science Education Standards. Washington, DC: The National Academies Press. 272 p. DOI: 10.17226/4962.
Neuhauser, C. 2002. Learning style and effectiveness of online and face-to-face instruction. American Journal of Distance Education 16(2):99–113. DOI: 10.1207/S15389286AJDE1602_4.
Nguyen, T. 2015. The effectiveness of online learning: Beyond no significant difference and future horizons. MERLOT Journal of Online Learning and Teaching 11(2):309–319.
Nichols, J., Shaffer, B. & Shockey, K. 2003. Changing the face of instruction: is online or in-class more effective? College & Research Libraries 64(5):378–388. DOI: 10.5860/crl.64.5.378.
O'Clair, K. & Gillard, S.M. 2018. Student perceptions of an online model for library orientation in agriculture and related disciplines. Journal of Agricultural & Food Information 19(1):21–36. DOI: 10.1080/10496505.2017.1404469.
Paterson, S.F. & Gamtso, C.W. 2017. Information literacy instruction in an English capstone course: a study of student confidence, perception, and practice. Journal of Academic Librarianship 43(2):143–155. DOI: 10.1016/j.acalib.2016.11.005.
Pinto, M. & Sales, D. 2015. Uncovering information literacy’s disciplinary differences through students’ attitudes: an empirical study. Journal of Librarianship & Information Science 47(3):204–215. DOI: 10.1177/0961000614532675.
Pithers, R.T. & Soden, R. 2000. Critical thinking in education: a review. Educational Research 42(3):237–249. DOI: 10.1080/001318800440579.
Porter, J.A., Wolbach, K.C., Purzycki, C.B., Bowman, L.A., Agbada, E. & Mostrom, A.M. 2010. Integration of information and scientific literacy: promoting literacy in undergraduates. CBE—Life Sciences Education 9(4):536–542. DOI: 10.1187/cbe.10-01-0006.
Robinson, F.P. 1946. Effective study. New York: Harper & Brothers. 262 p.
Rose-Wiles, L., Glenn, M. & Stiskal, D. 2017. Enhancing information literacy using Bernard Lonergan’s generalized empirical method: a three-year case study in a first year biology course. Journal of Academic Librarianship 43(6):495–508. DOI: 10.1016/j.acalib.2017.08.012.
Sapp, G. 1992. Science literacy: a discussion and an information-based definition. College & Research Libraries 53(1):21–30. DOI: 10.5860/crl_53_01_21.
Shaffer, B.A. 2011. Graduate student library research skills: is online instruction effective? Journal of Library & Information Services Distance Learning 5(1–2):35–55. DOI: 10.1080/1533290X.2011.570546.
Silk, K.J., Perrault, E.K., Ladenson, S. & Nazione, S.A. 2015. The effectiveness of online versus in-person library instruction on finding empirical communication research. Journal of Academic Librarianship 41(2):149–154. DOI: 10.1016/j.acalib.2014.12.007.
Sinn, R.N. 1998. Library instruction for biology courses: a literature review and survey. Research Strategies 16(2):103–115. DOI: 10.1016/S0734-3310(98)90013-1.
Soules, A., Nielsen, S., LeDuc, D., Inouye, C., Singley, J., Wildy, E. & Seitz, J. 2014. Embedding multiple literacies into STEM curricula. College Teaching 62(4):121–128. DOI: 10.1080/87567555.2014.935699.
Summers, J.J., Waigandt, A. & Whittaker, T.A. 2005. A comparison of student achievement and satisfaction in an online versus a traditional face-to-face statistics class. Innovative Higher Education 29(3):233–250. DOI: 10.1007/s10755-005-1938-x.
Tewell, E. 2015. A decade of critical information literacy: a review of the literature. Communications in Information Literacy 9(1). DOI: 10.15760/comminfolit.2015.9.1.174.
Thompson, L., Blankinship, L.A. 2015. Teaching information literacy skills to sophomore-level biology majors. Journal of Microbiology & Biology Education 16(1):29–33. DOI: 10.1128/jmbe.v16i1.818.
University of New Mexico. 2011. Project for Inclusive Undergraduate STEM Success (UNM STEM Project). [cited 2018 Jul 13]. Available from http://stemgateway.unm.edu/documents/OriginalGrant.pdf.
Van Epps, A. & Sapp Nelson, M. 2013. One-shot or embedded? Assessing different delivery timing for information resources relevant to assignments. Evidence Based Library Information Practice 8(1):4-18. DOI: 10.18438/B8S319.
Weiner, S., Pelaez, N., Chang, K. & Weiner, J. 2012. Biology and nursing students’ perceptions of a web-based information literacy tutorial. Communications in Information Literacy 5(2):187–201. DOI: 10.15760/comminfolit.2012.5.2.112.
Weinstein, C.E., Goetz, E.T. & Alexander, P.A., editors. 1988. Learning and study strategies: issues in assessment, instruction, and evaluation. San Diego, CA: Academic Press, Inc. (Education Psychology Series). 353 p.
Winterman, B. 2009. Building better biology undergraduates through information literacy integration. Issues Science & Technology Librarianship 58. DOI: 10.5062/F4736NT6.
Yevelson-Shorsher, A. & Bronstein, J. 2018. Three perspectives on information literacy in academia: talking to librarians, faculty, and students. College & Research Libraries 79(4):535–553. DOI: 10.5860/crl.79.4.535.
Yu, S.H. 2017. Just curious: How can academic libraries incite curiosity to promote science literacy? Partnership: The Canadian Journal of Library and Information Practice and Research 12(1). DOI: 10.21083/partnership.v12i1.3954.
Zhang, L., Watson, E.M. & Banfield, L. 2007. The efficacy of computer-assisted instruction versus face-to-face instruction in academic libraries: a systematic review. Journal of Academic Librarianship 33(4):478–484. DOI: 10.1016/j.acalib.2007.03.006.
Published
How to Cite
Issue
Section
License
Copyright (c) 2019 Amy Jankowski, Yadéeh E Sawyer
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
