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1 – 10 of over 1000
Article
Publication date: 15 March 2013

Katerina Mavrou, Elena Charalampous and Michalis Michaelides

This study aims to investigate the effects of the use of symbols in the development of young children's ability to form questions in mainstream early‐childhood education…

Abstract

Purpose

This study aims to investigate the effects of the use of symbols in the development of young children's ability to form questions in mainstream early‐childhood education. Hypotheses examined whether the use of graphic symbols help 3. 5‐5 year‐old students to increase the number of questions and the number of words in the questions asked for a particular subject.

Design/methodology/approach

Following an experimental design approach, an experimental (EG) and a control group (CG) of children, matched to age (4:2) and to their ability to make questions (pre‐test), attended an instructional programme. The EG used Widgit Symbols and the CG the traditional methods used by educators to teach questioning. Data collection involved pre and post oral assessment tests, which measured the number of questions and the length of questions in role play activities.

Findings

Findings of the study showed that symbols have positively affected children's ability to make questions. The EG scored higher than the CG on variables examined, and the within groups improvement (pre to post test) was again higher for the EG.

Research limitations/implications

The paper discusses some possibilities of a lengthier implementation of the use of symbols and their effect on language acquisition.

Practical implications

The study raises some considerations about the development of new teaching methodologies with the use of symbols and Information Communication Technology to enhance language development and maximize learning for all learners.

Originality/value

Usually emphasis is placed on the use of symbols as a means of assistive technology (AT) for the accommodation of the needs of children with disabilities. This paper is an effort to cover a gap in literature and emphasize on the benefits of AT in general learning environments for all children.

Details

Journal of Assistive Technologies, vol. 7 no. 1
Type: Research Article
ISSN: 1754-9450

Keywords

Article
Publication date: 16 November 2010

Anna Marie Johnson, Claudene Sproles and Robert Detmering

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

4905

Abstract

Purpose

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Design/methodology/approach

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Findings

The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 38 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 13 February 2009

Michael Mounce

The purpose of this paper is to provide an annotated bibliography of resources on the topic of academic librarians collaborating with English composition faculty and instructors…

1161

Abstract

Purpose

The purpose of this paper is to provide an annotated bibliography of resources on the topic of academic librarians collaborating with English composition faculty and instructors for the implementation of information literacy instruction into English composition courses.

Design/methodology/approach

In order to find relevant resources for the bibliography, the author consulted a library catalog, the WorldCat database, to find books not available in the local library, and databases to find journal articles. Databases consulted include a general database, an information science‐related database, and a library and information science‐related database.

Findings

Whenever librarians collaborate with English composition faculty for information literacy, students' information literacy skills are improved.

Research limitations/implications

This bibliography is limited to the time period 1998‐2007. Articles and books published before 1998 are not included. Also, popular magazines articles and newspapers articles are not included.

Practical implications

This paper will be helpful to academic librarians who want to collaborate with English composition faculty members for information literacy instruction. Several examples of this type of collaboration are provided.

Originality/value

This paper is a useful contribution on this topic to the library literature. Particularly, it contributes to the library literature pertaining to information literacy. Also, a database search indicates that this paper is the first annotated bibliography on its topic.

Details

Reference Services Review, vol. 37 no. 1
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 11 April 2023

Chunyan Lu, Aarren Minneyfield, Min Jia, Jun Lu, Yan Zheng, Jingying Huo, Ningyi Wang, Yihua Wu and Jennifer Brantley

The purpose of this paper is to explore more agile and effective learning processes that help identify potentially high-performing staff during workplace training.

Abstract

Purpose

The purpose of this paper is to explore more agile and effective learning processes that help identify potentially high-performing staff during workplace training.

Design/methodology/approach

To test the efficacy of the learning-oriented assessment (LOA) process in workplace training, a pharmaceutical sales organization implemented an online training over three months that was modeled with the LOA process. During work hours, employees within the organization took two tests (one before and after training) as well as participated in training with essential work-related content, where they were given problem sets and scenarios to complete that would vary based on their responses. Their assessment scores, formative learning behaviors and quarterly revenue were recorded to determine the effects of the training.

Findings

The outcome of this study supported the theory that the LOA model would facilitate the acquisition and application of knowledge differentially between employees of the organization, and this knowledge would serve to improve the performance of the employees to the extent that it increased revenue.

Research limitations/implications

This study was a field experiment that did not allow for the control of possible confounds. However, the real-world real people outcomes provide novel insights on best practices in workplace training.

Practical implications

The findings of this study showed the short-term effectiveness of the LOA process in professional knowledge acquisition and application in relevant skills that increase organizational revenue.

Originality/value

This study provides an applied understanding on the applicability of the LOA process in workplace learning and training which has not been previously investigated.

Details

Journal of Workplace Learning, vol. 35 no. 4
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 17 August 2010

Ma Lei Hsieh and Hugh A. Holden

The purpose of this paper it to determine the effectiveness of “single‐session” information literacy instruction as it was integrated into the curriculum of a general education…

1935

Abstract

Purpose

The purpose of this paper it to determine the effectiveness of “single‐session” information literacy instruction as it was integrated into the curriculum of a general education course at Monmouth University, New Jersey.

Design/methodology/approach

Two types of assessment instrument were used: a preand post‐test to measure any changes in learning outcomes of information literacy (IL) concepts after an IL instruction (ILI) session, and a student survey conducted after the post‐test. Installed on the course management system, these assessments were administered by teaching faculty over three semesters.

Findings

Single‐session ILI had a positive if not dramatic impact on learning outcomes. The preand post‐test instrument was able to show specific strengths and weaknesses in the students' comprehension of IL concepts. And the survey revealed that most students believed that their ILI was valuable.

Research limitations/implications

The paper did not employ a control group – a common practice in similar studies – although doing so could result in richer data and would conform the paper to general practices.

Originality/value

The results of this assessment study concur with other research that supports the position that single‐session ILI has a measurably significant positive effect on student learning outcomes.

Details

Reference Services Review, vol. 38 no. 3
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 22 March 2021

Hongor Miller, Byron Ronald Miller Jr and Jeffrey Spoelstra

The purpose of this paper is to explore the strategies and an effective model for creating and implementing a sustainability internship program at a university campus.

Abstract

Purpose

The purpose of this paper is to explore the strategies and an effective model for creating and implementing a sustainability internship program at a university campus.

Design/methodology/approach

This study assessed Western Michigan University’s sustainability program’s interns’ gain of environmental knowledge on sustainability topics via pre- and post-test assessments. A sample of 50 interns between fall 2016 and spring 2019 comprising six cohorts participated in this study. Data were analyzed using statistical package for social sciences to calculate descriptive statistics and sign tests.

Findings

The sign tests of the accumulative internship pre- and post-test assessment scores significantly increased for all 14 sustainability knowledge dimensions.

Research limitations/implications

The pre- and post-test assessments of the internship program are unable to track and predict the long-term behavior changes of the interns after the completion of the program. Therefore, a future longitudinal study is needed.

Practical implications

This sustainability internship program’s content and experiential learning model has been proven to be effective in increasing interns’ knowledge of sustainability issues and creating sustainability stewards. Institutions and universities should consider creating their own sustainability internship program based on Western Michigan University's program using pre- and post-test assessments as a method of evaluation.

Social implications

The internship programs’ main strength is that it offers students from all academic backgrounds an opportunity to dig deep into sustainability issues, build new social networks, gain knowledge, develop leadership skills, become sustainability stewards and immediately apply what they have learned on campus and in their local community. On-campus internships are unique learning opportunities worthy of study and refinement.

Originality/value

This research paper is unique because it analyzes the combined pre- and post-test scores of six cohorts of interns’ across multiple knowledge dimensions of sustainability. This study empirically shows that the combined interns’ sustainability knowledge across all dimensions significantly increased from the pre- to post-test over the semester-long program.

Details

International Journal of Sustainability in Higher Education, vol. 22 no. 5
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 15 May 2007

Ada Emmett and Judith Emde

The purpose of this study is to obtain preliminary evidence over a three‐year period on the efficacy of a curriculum designed to foster information literacy skills in graduate…

5831

Abstract

Purpose

The purpose of this study is to obtain preliminary evidence over a three‐year period on the efficacy of a curriculum designed to foster information literacy skills in graduate students in a chemistry bibliography course.

Design/methodology/approach

Specifically, the researchers examined the application and results of an assessment tool and its connectivity to instructional strategies for improving literacy outcomes. ACRL's “Information literacy competency standards for higher education” provided the basis for the construction of the assessment tool. The instrument was given to chemistry graduate students enrolled in the course at the beginning and at the end of the semester.

Findings

The assessment results from all three years indicated marked improvements in the average student score from the pre‐ to the post‐test. The assessment provided evidence of skill development over the course of the semester for specified outcomes.

Research limitations/implications

The research would have been strengthened by the use of a valid control group of graduate students in related chemistry majors who were not enrolled in the class. The extended study would have supplied rates of improvement in the control group over a given period of time compared with rates of improvement of students enrolled in the class.

Practical implications

The paper provides methods for approaching the assessment of information literacy skills by focusing on tool development based on desired learning outcomes.

Originality/value

The study developed, refined and applied a methodology to assess student information literacy skills based on learning outcomes over a three‐year period. The literature lacks reports of studies looking at the assessment of information literacy development of graduate students in the sciences as well as the use of “backward design” in creating evaluative tools.

Details

Reference Services Review, vol. 35 no. 2
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 13 February 2009

Bryan Tronstad, Lori Phillips, Jenny Garcia and Mary Ann Harlow

The purpose of this paper is to report on the results of a study that assessed whether students learned information literacy concepts after taking the interactive online Tutorial…

1510

Abstract

Purpose

The purpose of this paper is to report on the results of a study that assessed whether students learned information literacy concepts after taking the interactive online Tutorial for Information Power (TIP).

Design/methodology/approach

The methodology and design involved a preand post‐test assessment of students who completed an online tutorial.

Findings

Students who spent more time working through the tutorial had a statistically significant increase from their post‐test to their pre‐test scores.

Research limitations/implications

Statistically significant results reported from this study are of interest to the educational community involved with the teaching and assessment of information literacy.

Practical implications

This study offers a successful model for evaluating student learning from an online tutorial.

Originality/value

This study is one of the few in the literature addressing the assessment of information literacy and online tutorials.

Details

Reference Services Review, vol. 37 no. 1
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 21 March 2019

Po Yuk Ko

Assessment for learning (AfL) or formative assessment is an idea widely embraced by the education field; however, it is recognised as difficult to practice at classroom. This…

Abstract

Purpose

Assessment for learning (AfL) or formative assessment is an idea widely embraced by the education field; however, it is recognised as difficult to practice at classroom. This paper, with a case study, explores how an action research activity, learning study, helps a group of teachers in Hong Kong transcend some assessment boundaries and develop assessment tools that are more conducive for student’s learning. As guided by variation theory, a distinctive feature of learning study is its intensive use of formative assessment tools, including pre- and post-tests and interviews with students, to provide feedback to teaching and evidence of learning. The purpose of this paper is to investigate how teachers learn to use the formative assessment tools to overcome practical problems in teaching and improve their instruction.

Design/methodology/approach

A case study was conducted. Data collected included field notes on classroom observations, records of meetings, students’ interviews and students’ writings in both pre- and post-tests. The general framework for qualitative data analysis by Miles and Huberman (1994) guided the data analysis process with the foci on the change in teachers’ perceptions and improvement of their skills in adopting formative assessment tools.

Findings

Although the initial aim of conducting learning study was examination-driven, i.e., to improve the students’ performance in an external examination, it became evident over time that teachers participating in the inquiry process had gained a better understanding of making use of the assessment results as feedback to improve student learning and their instruction. This constituted an ideal case for studying the learning process of the teachers as they practiced AfL and transcend some conventional assessment boundaries in an authentic classroom situation.

Originality/value

This is one of the scarce studies, which demonstrates how the assessment elements of learning study, i.e. pre/post tests and student interviews, can be integrated into the working practice of teachers as a form of AfL and become an integral aspect of classroom practice.

Details

International Journal for Lesson and Learning Studies, vol. 8 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 16 November 2010

Carol Perruso Brown and Barbara Kingsley‐Wilson

This paper aims to report on how a close collaboration between librarian and instructor made it possible for an existing course assignment to organically evolve into an…

1617

Abstract

Purpose

This paper aims to report on how a close collaboration between librarian and instructor made it possible for an existing course assignment to organically evolve into an information literacy assessment, overcoming some of the impediments educators confront in assessing student learning. In addition, the paper seeks to discuss how assessment with realistic scenarios requiring actual research helped to highlight deficiencies in skills and critical thinking, a method known as “authentic assessment”. Results from a pilot and the formal assessment are included.

Design/methodology/approach

A six‐question preand post‐test “authentic assessment” was piloted with 60 students, then administered to 43 students. Other journalism instructors and librarians reviewed the questions for validity. A detailed scoring rubric was used, with the authors reviewing each other's work for reliability.

Findings

Of students completing both tests, 80 percent showed an average improvement of 47 percent, and average scores increased on five of the six questions. The assessment tool, which addresses most learning outcomes for the course, appears to be a useful gauge of information literacy for journalism students.

Research limitations/implications

The reliability of the instrument needs to be tested. Also, modifying questions between preand post‐test, to prevent copy‐and‐paste answers, requires care to assure similar levels of difficulty.

Originality/value

While there are many case studies of collaboration in information‐literacy instruction and of assessment performed by librarians, there are few examples of assessments jointly developed by librarians and course faculty, and fewer still “authentic assessments” using measures requiring real‐world research because of the effort involved. Additionally, the paper finds no examples of what is described as “organic assessment”, wherein an existing course assignment, if developed to demonstrate student learning, was adapted to become an assessment tool.

Details

Reference Services Review, vol. 38 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

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