Conference paper Open Access

Testing Learning Methods to Foster Information Literacy Skills

Heck, Tamara

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    <subfield code="a">Information literacy,</subfield>
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    <subfield code="a">Computer-supported collaborative learning,</subfield>
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    <subfield code="a">Inquiry-based learning,</subfield>
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    <subfield code="d">19th–21st May 2015</subfield>
    <subfield code="g">ISI 2015</subfield>
    <subfield code="a">Re:inventing Information Science in the Networked Society. Proceedings of the 14th International Symposium on Information Science (ISI 2015)</subfield>
    <subfield code="c">Zadar, Croatia</subfield>
    <subfield code="n"> Session 6: Digital Society and Literacy</subfield>
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    <subfield code="u">Heinrich Heine University Düsseldorf, Germany</subfield>
    <subfield code="a">Heck, Tamara</subfield>
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    <subfield code="a">Testing Learning Methods to Foster Information Literacy Skills</subfield>
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    <subfield code="a">&lt;p&gt;Information literacy is seen as a key competency in working and everyday&lt;br /&gt;
life. For library and information science (LIS) students information literacy is&lt;br /&gt;
a core competency and taught in many LIS university programs. One challenge&lt;br /&gt;
herewith is to mediate these skills in the best way. This paper tries to&lt;br /&gt;
answer the question, how students cope with different learning methods and&lt;br /&gt;
to which extent they foster the learning of information literacy skills. Four&lt;br /&gt;
learning methods were applied in a retrieval course. The paper introduces the&lt;br /&gt;
course design and the applied methods. For the evaluation the participants&lt;br /&gt;
filled out online surveys, one of them measured the expectation and perception&lt;br /&gt;
rates based on the idea of the Servqual concept. The results show that&lt;br /&gt;
specific learning methods can be appropriate for teaching information literacy&lt;br /&gt;
skills. Yet, the implementation of the learning methods could be approved&lt;br /&gt;
because students were not satisfied in all matters. Implementing&lt;br /&gt;
learning methods in future courses should come with changes in the process&lt;br /&gt;
of introducing these methods to the students and with more information&lt;br /&gt;
about the purpose of applying these methods.&lt;/p&gt;</subfield>
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    <subfield code="a">10.5281/zenodo.17977</subfield>
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