Thursday, January 23, 2020

Recent articles: Learning outcomes in science course; Information use after graduating; Biology students' strategies and perceptions

Articles in the last 2 issues of the open access journal Issues in Science and Technology Librarianship include:
Gainey, M. et al. (2019) The Evolution of Information Literacy Learning Outcomes in Interdisciplinary Undergraduate Science Courses. Issues in Science and Technology Librarianship, (93). "We collaborated with faculty at [institution name] to create [ACRL] Framework-inspired information literacy learning objectives for first-year and third-year science undergraduates and are continuously refining the objectives as the curriculum continues to evolve. This article describes our learning objective design and refinement process, challenges encountered, and ideas on how to create opportunities for embedding information literacy into a curriculum. We also share our full activity lesson plans and assessment tool."

Williams, B., Harvey, B., & Kierkus, C. (2019). Health Information Use After Graduation. Issues in Science and Technology Librarianship, (93). "This study aimed to determine which information resources Grand Valley State University (GVSU) alumni from four health science programs utilize in clinical practice. It also explored alumni opinions of their educational experiences at GVSU in relation to information literacy and library resources. A survey was administered to alumni who had graduated with a degree in athletic training, nursing, physical therapy, or physician assistant studies. We received 451 valid responses (12.8% response rate). The survey focused on specific resources used in the professional workplace, GVSU preparation for information literacy in the workplace, alumni confidence in information literacy skills, and additional preparation that could have been helpful after graduation. Survey responses are reported by discipline and degree earned."

Lantz, C., & Dempsey, P. R. (2019). Information Literacy Strategies Used by Second- and Third-Year Biology Students. Issues in Science and Technology Librarianship, (92). "Results from focus groups with 23 second- and third-year biology students revealed gradual gains in information literacy (IL) abilities and dispositions needed for them to join the community of scientific practice as laid out in the ACRL Framework for Information Literacy for Higher Education. Students were consumers of information and not yet producers of information. They interacted often with primary research articles but struggled to use research tools effectively; remembered active learning vividly; and relied on video resources, Google, and discussions with peers and instructors to define terms and understand results. "

Jankowski, A., & Sawyer, Y. E. (2019). Biology Student Perceptions of Information Literacy Instruction in the Context of an Essential Skills Workshop Series. Issues in Science and Technology Librarianship, (92). "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."
Photo by Sheila Webber: The Mall, London, January 2020

No comments: