THE EFFECTS OF TARGETED, CONNECTIVISM-BASED INFORMATION LITERACY INSTRUCTION ON LATINO STUDENTS INFORMATION LITERACY

SKILLS AND LIBRARY USAGE BEHAVIOR

By John Walsh

Introduction Study background information

Theoretical Framework IL and connectivism

Methods Design, sample, instruments, treatments

Results Research questions and hypotheses

Discussion Limitations, implications and

suggestions

Presentation Summary

Cochise College Libraries

Cochise College Campuses

Cochise College Libraries

Cochise College Douglas Campus

Cochise College Libraries

Race/Ethnicity # students % studentsWhite 1803 43.6%Hispanic/Latino 1769 42.8%Black/African American 133 3.2%Asian/Pacific Islander 94 2.3%American Indian/Alaskan Native 30 0.7%Two or more races 53 1.3%Unknown/Unreported 251 6.1%

4133

Campus % Latino

Douglas 71.2%

Sierra Vista 23.8%

Benson 21.7%

Nogales 91.7%

Willcox 39.2%

Online Campus 30.0%

CC Student Population (HSI)

Campus

Students• Trio• ESL, no barriers• IL skills\library usage

Statement of problem Latinos library usage, information literacy (IL)

skills, librarian contact lowest, cultural usage study (Whittmire, 2003, p.52; Haras, Lopez, & Ferry, 2008, p. 431)

Latinos retention and persistence lowest, academicperformance barrier (Gonyea, 2010, p.74)

Latinos academic success related to library/IL instruction (ILI) faculty survey study (Solis & Dabbour, 2006, p. 50)

Latinos should be provided targeted outreach byacademic libraries, Whittmire/Gonyea correlation(Long, 2011, p. 505)

Introduction

Purpose of study Develop targeted outreach

usage and IL skills success persistence (Long, 2011, p. 505)

Design targeted instruction, effective at increasingLatino library usage and IL skills

Inform TI instructional design with theoretical framework based on connectivism

Measure effectiveness of TI compared to traditional lecture instruction (TL), no instruction (NI)

Introduction

Research Questions

What type of information literacy instruction will be most effective at increasing Latino students’ library usage?

What type of information literacy instruction will be most effective at increasing Latino students’ information literacy skills?

Is there a statistically significant relationship between the number of connections a student makes to information resources while writing a research paper and the student’s overall IL skill level?

Introduction

HypothesesH1: Targeted information literacy instruction will be more effective at increasing library usage

H2: Targeted information literacy instruction will be more effective at increasing IL skills

H3: There is a statistically significant relationship

between the number of connections a student makes to information resources while writing a research paper and the student’s overall IL skill level

Introduction

IL and learning theory

Academic librarians instructional role increasing, become more effective teachers(Dunaway, 2011, p.677)

Academic librarians must incorporate learning theory, design more effective instruction(Grassian & Kaplowitz, 2009, p.31)

Academic librarians deliver most ILI through lecture/demonstration, traditional theoriestechnology changed things (Siemens, 2005)

Academic librarians require knowledge of how students learn in the digital age, students learning to learn differently (Siemens, 2005)

Theoretical Framework

Connectivism Learning theory, how students learn in the 21st century,

useful framework for design ILI (Dunaway, 2011, p.675)

Learning is a process of connecting specialized nodes or information sources, form networks (Siemens, 2005)

Learning takes place along personal network, library out of student network (Wilkinson in Dunaway, 2011, p.682)

Learning similarities between library and web resources, repositions library with students (Dunaway, 2011, p.675)

Theoretical Framework

Design

Methods

Sample Ninety-two Latino students enrolled in ENG classes

on one campus of a multi-campus community college51 female, 41 male

Instrumentation Library Usage Survey AACU IL Rubric (3 raters) Beile IL Skills Test (modified) Citation Analysis Form

Methods

Treatments TL

lecture demonstrationtwo sessionsorientation and labaccess, evaluation, ethics

TIinteractivetwo sessionsgroup and labidentify need, access, evaluation, effective use, ethics

Methods

Methods

CAMU Targeted Instructional Model

Research Question 1 & Hypothesis 1 Not supported, no significant difference between TI and TL

Overall usage TI significantly different than NI

Both methods are effective at increasing usage

Results

Usage Survey – Overall Usage  N Mean

Targeted 31 4.5484Traditional Lecture 31 2.3548No instruction 30 1.5000Total 92 2.8152

Citation Analysis – Library Citations  N Mean

Targeted 31 3.1935Traditional Lecture 31 3.3226No instruction 30 2.8333Total 92 3.1196

Research Question 2 & Hypothesis 2 Not supported, no difference between TI/TL, TI more effective the NI on IL skills

test

TL significantly different than NI on rubric score, no differences in Citation Analysis

Both methods are effective at increasing overall IL skills

Results

Gains on Beile IL Skills Test  N Mean

Targeted 31 6.5484Traditional Lecture 31 5.2581No instruction 30 3.9333Total 92 5.2609

Gains on IL Rubric  N Mean

Targeted 31 22.2903Traditional Lecture 31 36.8387No instruction 30 8.2667Total 92 22.6196

Gains on Overall Citation Analysis  N Mean

Targeted 31 26.4194Traditional Lecture 31 31.2581No instruction 30 21.8000Total 92 26.5435

Research Question 3 & Hypothesis 3 Supported, significant relationship between connections and overall IL skills

More connections students made, higher overall IL skills score

Advances connectivism principles

Results

  OverallILSkills Total Connections

Spearman's rho OverallILSkills Correlation Coefficient 1.000 .853Sig. (2-tailed) . .000N 92 92

Total Connections Correlation Coefficient .853** 1.000Sig. (2-tailed) .000 .N 92 92

Limitations

Sampleconveniencenot representative of all Latinos

Small college educational experienceadditional instructionInstructor influence(library resource requirement, grading criteria)

Treatmentscondensed contentclass level sustainability

Data collectionself report influencedgeneralization limited

Discussion

Implications Professional

Academic librarians accountability for learning outcomes

Effective instructional methods that increase usage and IL skills in Latinos, combination

EducationalAcademic librarians may have better understanding of how students learn IL

Effective instructional design important to promote more effective teaching

Discussion

Suggestions Future Research

Longer duration of interventionsLongitudinal studyOnline instructionLarger sample and setting

Conclusions Fulfilled purpose of study

Collaborative results Influenced student learning outcomeIrony

Discussion

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Q & A

Gonyea, N.E. (2010). The impact of acculturation on Hispanic students' learning styles. Journal of Hispanic Higher

Education, 9 (1): 73-81.

Grassian, E. & Kaplowitz, J. (2009) Information literacy instruction: Theory and Practice. New York: Neal-Schuman Publishers.

Long, D. (2011). Latino students’ perceptions of the academic library. Journal of Academic Librarianship, 37(6): 504-511.

McKinsey and Company. (2009). The economic impact of the achievement gap in America’s schools. Retrieved from http://www.hunt-institute.org/knowledge-library/articles/2009-5-4/the-economic-impact-of-the-achievement- gap-in-americas-schools/. Siemens, G. (2005). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Solis, J. &. Dabbour, K. S. (2006). Latino students and libraries: A U.S. federal grant project report. New Library World, 107 (1220/1221): 48-56.

Whitmire, E. (2003). Cultural diversity and undergraduates‘ academic library use. Journal of Academic of Librarianship, 29(3), 148- 161.

References