Implementing Information Literacy (IL) into STEM Writing Courses: Effect of IL Instruction on Students’ Writing Projects at an Urban Community College

Q3 Social Sciences

Issues in Science and Technology Librarianship Pub Date : 2020-05-04 DOI:10.29173/istl61

Miseon Kim, M. Franco, Dugwon Seo

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引用次数: 1

Abstract

The purpose of this study was to implement information literacy (IL) into Science, Technology, Engineering, and Mathematics (STEM) writing courses at an urban community college, investigate if students’ information literacy (IL) skills were improved through library one-shot instruction, and determine if there was an association between IL skills and students’ writing performance. Students in the experimental group attended the library instructional class and students in the control group had no library class. Students’ research papers were scored using the Association of American Colleges & Universities (AAC&U) Information Literacy VALUE Rubric to grade the effectiveness of the library instruction. While the scores of the papers did not differ between groups, data indicated that there was a statistically significant difference (p = .011) in IL scores between students in the experimental group (M = 9.70) and students in the control group (M = 8.73). The results also showed that information literacy skills were correlated positively with students’ grades on research papers (p = .002).

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在STEM写作课程中实施信息素养:一所城市社区学院信息素养教学对学生写作项目的影响

摘要本研究旨在将资讯素养(information literacy, IL)引入一所城市社区学院的理工科写作课程，探讨透过图书馆的一次性教学，学生的资讯素养(information literacy, IL)技能是否得到提升，以及资讯素养技能与学生写作表现之间是否存在关联。实验组学生参加图书馆教学，对照组学生不参加图书馆教学。学生的研究论文使用美国高校协会(AAC&U)信息素养价值标准评分，以对图书馆教学的有效性进行评分。实验组学生(M = 9.70)与对照组学生(M = 8.73)的IL得分差异有统计学意义(p = 0.011)。结果还显示，信息素养技能与学生的研究论文成绩呈正相关(p = 0.002)。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Issues in Science and Technology Librarianship Social Sciences-Library and Information Sciences

CiteScore

1.00

自引率

0.00%

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