Implementing Information Literacy (IL) into STEM Writing Courses: Effect of IL Instruction on Students' Writing Projects at an Urban Community College

Autor/inn/en	Kim, Miseon; Franco, Mercedes; Seo, Dugwon
Titel	Implementing Information Literacy (IL) into STEM Writing Courses: Effect of IL Instruction on Students' Writing Projects at an Urban Community College
Quelle	In: Issues in Science and Technology Librarianship, (2020) 94, (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Seo, Dugwon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-1206
DOI	10.29173/istl61
Schlagwörter	STEM Education; Writing Instruction; Information Literacy; Community Colleges; Urban Schools; Integrated Curriculum; Library Instruction; Two Year College Students; Instructional Effectiveness; Content Area Writing; Writing Achievement; Student Improvement; Academic Libraries; New York (New York) + Suchen Sie Ihr Suchwort? STEM; Schreibunterricht; Informationskompetenz; Community college; Community College; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bibliotheksverzeichnis; Unterrichtserfolg; Schriftliche Übung; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek
Abstract	The purpose of this study was to implement information literacy (IL) into Science, Technology, Engineering, and Mathematics (STEM) writing courses at an urban community college, investigate if students' information literacy (IL) skills were improved through library one-shot instruction, and determine if there was an association between IL skills and students' writing performance. Students in the experimental group attended the library instructional class and students in the control group had no library class. Students' research papers were scored using the Association of American Colleges & Universities (AAC&U) "Information Literacy VALUE Rubric" to grade the effectiveness of the library instruction (Association of American Colleges and Universities 2013). While the scores of the papers did not differ between groups, data indicated that there was a statistically significant difference (p = 0.011) in IL scores between students in the experimental group (M = 9.70) and students in the control group (M = 8.73). The results also showed that information literacy skills were correlated positively with students' grades on research papers (p = 0.002). (As Provided).
Anmerkungen	Science and Technology Section, Association of College and Research Libraries. 50 East Huron Street, Chicago, IL 60611. Web site: https://journals.library.ualberta.ca/istl/index.php/istl/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01