Information Literacy, Motivation, and Learning€¦ · Information Literacy, Motivation, and...
Transcript of Information Literacy, Motivation, and Learning€¦ · Information Literacy, Motivation, and...
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Information Literacy, Motivation, and Learning
Michael Flierl, Assistant Professor and Learning Design Specialist
Clarence Maybee, Associate Professor and Information Literacy Specialist
Emily Bonem, Instructional Developer, Center for Instructional Excellence
Rachel Fundator, Information Literacy Instructional Designer Purdue University Libraries
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The Purdue Libraries focuses on advancing student learning. IL is an important aspect of this.
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• 95.6% of current undergraduates have taken an IMPACT course
• 254 Purdue faculty
SCOPE OF IMPACT
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Fall 2017 Cohort = 31 Courses IMPACT has the capacity to redesign 60 courses a year
Cumulative Number of Re-designed Courses
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SELF-DETERMINATION THEORY • Attention to basic
psychological needs results in enhanced student performance and persistence.
Ryan & Deci, 2017
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INFORMED LEARNING • Using
information creatively and reflectively to learn.
Bruce, 2008
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• Statistics and Society
• Improve students’ statistical literacy
IMPACT EXAMPLE—STAT 113
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What is the relationship between:
IL and student learning?
IL and student motivation?
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Using Regression Analyses RESULTS
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Dependent Variable
Independent Variable
Standardized Coefficients
F p R2
Pose Questions .353*Access Info outside -.076
Evaluate info -.058Synthesize info and comm results
.256*
Conventions of attribution -0.493*
Model statistics
6.25 <.01 .25
Self-Determination
Index
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Dependent Variable
Independent Variable
Standardized Coefficients
F p R2
Pose Questions .136Access Info outside -.012
Evaluate info .092
Synthesize info and comm results
.177
Conventions of attribution -.484*
Model statistics
Learning Climate
3.78 <.01 .17
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Dependent Variable
Independent Variable
Standardized Coefficients
F p R2
Pose Questions .089Access Info outside .018
Evaluate info .082Synthesize info and comm results .258*
Conventions of attribution .106
Model statistics
Course Grade
4.56 <.01 .19
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METHODS
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• Data from: • 3,000+ students in 102 course
sections • 8 out of 13 Colleges • Predominantly 100–300 course level
IMPACT DATA FROM FALL 2015–SPRING 2016
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Sources of data Student
Perceptions IL Questions
Course Grades
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Student Data • Learning Climate Questionnaire • Basic Psychological Needs Scale • Situational Motivation Scale • Perceived Knowledge Transfer Scale
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IL Question • Pose questions or problems that require
further investigation. • Access information outside of assigned
readings and tasks. • Evaluate information sources. • Synthesize information and communicate the
results through a deliverable. • Apply conventions of attribution.
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DISCUSSION
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• The frequency and types of engagements with information can motivate OR de-motivate students.
• How students are tasked to use information has a measurable effect on course-level grades.
IL, STUDENT MOTIVATION, AND LEARNING
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LIBRARIES SHOULD FOCUS ON HIGHER-ORDER IL.
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• Re-focus efforts in IMPACT to emphasize higher-order IL.
• Research relationship between IL and student motivation.
NEXT STEPS
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• Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: basic psychological needs in motivation, development, and wellness. Retrieved from https://ebookcentral.proquest.com
• Bruce, C. S. (2008). Informed Learning. Chicago, IL: American Library Association.
REFERENCES