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Embedding information literacy in a first-year business undergraduate course

journal contribution
posted on 09.10.2018, 00:00 by Robin Price, K Becker, L Clark, S Collins
This article reports on a project to embed information literacy skills development in a first-year undergraduate business course at an Australian university. In accordance with prior research suggesting that first-year students are overconfident about their skills, the project used an optional online quiz to allow students to pre-test their information literacy skills. The students’ lower than expected results subsequently encouraged greater skill development. However, not all students elected to undertake the first quiz. A final assessable information literacy quiz increased the levels of student engagement, suggesting that skill development activities need to be made assessable. We found that undertaking the information literacy quizzes resulted in a statistically significant improvement in students’ information literacy skills from the pre-test to the post-test. This research therefore extends previous research by providing an effective means of delivering information literacy skill development to large cohorts of first-year students.

Funding

Other

History

Volume

36

Issue

6

Start Page

705

End Page

718

Number of Pages

14

eISSN

1470-174X

ISSN

0307-5079

Publisher

Routledge

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Queensland University of Technology

Era Eligible

Yes

Journal

Studies in Higher Education

Exports