Abstract
An experimental study examined whether information literacy skills instruction designed using the I-LEARN model increased student (N=112) understanding and application of information literacy concepts. While the analysis of the results of pre- and post-test scores and scores on a citation analysis showed that there was no significant difference between the two groups, students in the experimental group used the I-LEARN-designed research guide more often that students in the control group. This warrants further study, and the author is currently working with others to use I-LEARN as a framework to design research guides.
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References
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Greenwell, S. (2014). Using the I-LEARN Model to Design Information Literacy Instruction. In: Kurbanoğlu, S., Špiranec, S., Grassian, E., Mizrachi, D., Catts, R. (eds) Information Literacy. Lifelong Learning and Digital Citizenship in the 21st Century. ECIL 2014. Communications in Computer and Information Science, vol 492. Springer, Cham. https://doi.org/10.1007/978-3-319-14136-7_42
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DOI: https://doi.org/10.1007/978-3-319-14136-7_42
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-14135-0
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