Research Output

Contextualising information literacy to assessment criteria and measuring the impact on student performance: a collaborative approach

  This chapter explores the collaboration between a subject librarian and a module leader to improve the information literacy skills within a large cohort under-graduate business module. Generic library resources were replaced by bespoke material within the module assessment guidelines. The resources developed included short-form videos and guidance on relevant academic repositories.
This chapter focuses on the student’s use of the library specific tools with data collected through the module on-line presence allowing an accurate measure of how often students make use of the tools provided and when in the semester this happens. Assessment results were used to establish any link between tool usage and cohort performance.
The findings are:
• Students use of tools can be improved through better sign-posting
• The timing of that usage appears linked to assessment deadlines
• A slight improvement in grade was noted with more use of the tools provided
• The student perspective into the content of the tools requires further investigation.

Future developments within this project will seek to include students in the development and review of materials. Engagement with other module leaders and subject librarians will be sought to widen the conversation and provide a more consistent approach to information literacy.

  • Type:

    Book Chapter

  • Date:

    30 November 2016

  • Publication Status:

    Published

  • Library of Congress:

    Z665 Library Science. Information Science

  • Dewey Decimal Classification:

    020 Library & information sciences

  • Funders:

    Edinburgh Napier Funded

Citation

Robertson, S. & Walker, K. (2016). Contextualising information literacy to assessment criteria and measuring the impact on student performance: a collaborative approach. In Penman, C. & Foster, M. (Eds.). Innovations in Learning and Teaching, 107-122. Merchiston Publishing. ISBN 9780957688285

Authors

Editors

Keywords

Information literacy, educational tools, student engagement,

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