Poster presented at LILAC 2015

1. RESEARCH POSTER PRESENTATION DESIGN © 2012
www.PosterPresentations.com
I-LEARN is a new information use and teaching
model by Prof. Neuman4, a faculty at College of
Information Science and Technology, Drexel
University. The model includes six steps in teaching
and applying information literacy (IL):
Identify a topic/issue.
Locate materials.
Evaluate sources.
Apply and organize
information;
generate new
knowledge or
understanding.
Reflect by analyzing
gathered material;
ask if there are gaps and revise searching.
kNow - integrate this new knowledge and use it in new
contexts.
According to Dr. Neuman, the past information
literacy education focuses on information seeking
(‘access-evaluate-use’ sequence) process, but the
actual “use” part is not addressed. The I-LEARN
model incorporates the missing steps in the
teaching/learning cycle by adding “apply, reflect,
and kNow” to complete the information teaching
and learning process. This study intends to find out
how effective I- LEARN model is by applying it in
a speech communication classes at Rider
University, New Jersey in summer 2014.
Abstract
Objectives
• Educational Opportunity Program incoming
freshmen attended 5 weeks of summer program.
• Randomly divided students into two classes for
Intro to Speech Communication course.
• Class A control group, traditional model/ first 3
steps in instruction.
• Class B experimental group, I-LEARN model/
adding “Apply”, “Reflect” and “Know in
instruction.
• Used two different research guides with different
IL models for each class.
• Each class received three IL sessions and the first
3 steps of research process.
• Created three videos for the last three steps of the
I-LEARN model.
Research Guide for class A2
Research Guide for Class B (I-LEARN)3
Research Design
Class A, N=13; Class B, N=12
Questions addressed concepts taught to both classes
Findings Conclusions
• I-LEARN seemed effective at the initial stage but
the long term retention is not clear. Students need
to practice using these concepts throughout the 4
years of college to internalize the IL concepts.
• I-LEARN model is a process to turn research
experience into knowledge. It takes time and more
exploration to figure out how to teach the last
three steps effectively.
• Owing to the small sample sizes, duplicated study
is needed to verify the results.
• Successful implementation of I-LEARN needs
close collaboration between faculty and librarians.
References
1.Greenwell, S. (2013). Using the I-learn model for information
literacy instruction: An experimental study (Doctoral dissertation,
University of Kentucky, Lexington, KY). Retrieved from
http://uknowledge.uky.edu/edc_etds/6
2.Hsieh, M. L., & Yang, S. (2014, October 1). Intro to Speech
Communication (COM-102 A1, McManimon). Retrieved
October 6, 2014, from http://guides.rider.edu/COM-104_A1
3.Hsieh, M. L., & Yang, S. (2014, October 1). Intro to Speech
Communication (COM-104 B1, McManimon). Retrieved
October 7, 2014, from http://guides.rider.edu/COM-104_B1
4.Neuman, D. (2011). Learning in information-rich environments:
I-LEARN and the construction of knowledge in the 21st century.
New York, NY: Springer.
5.One-minute survey - Rider University Moore Library. (2014).
Retrieved December 4, 2014,
https://docs.google.com/forms/d/1RPWJ5oopjW5840anWmLOX
8cerawjSTtEcbbzRR_lzig/viewform?usp=send_form
6.Rubric for COM-104S Intro to Speech Communication. (2014).
Retrieved December 4, 2014, from
http://library.rider.edu/eop/Rubric.pdf
Acknowledgement
Special thanks to Prof.
Pat Dawson at Rider
University who helped
with citation analysis,
contributed innovative
ideas, and acted in the
education videos for I-
LEARN.
• Explore new ways for faculty/librarian
collaboration in research instruction.
• Explore how to implement/teach the
last three steps of the I- LEARN model.
• Find out if learning outcomes are
different between the traditional and
I-LEARN model pedagogies.
LILAC , Newcastle University, UK, 8 – 10 April 2015
Ma Lei Hsieh, Susan J. McManimon, Sharon Q. Yang, Rider University, New Jersey
I-LEARN and Its Impact: An Experimental Study
Statistical analysis (Paired sample t-test & ANOVA)
• Both classes started on the same level (pretest).
• Class B (experimental group) scored significantly
higher than Class A (control group) by the end of
the summer (posttest).
• No differences were there between the classes one
month after summer (2nd posttest).
Students improved on:
• Q8 Boolean connectors AND/OR.
• Q14 Source type matches search tools.
• Q19 Tell an element of a citation.
Still confused on:
• Q7 AND/OR connectors.
• Q 17 Determine if a website is credible.
Citation analysis
• No differences between two classes.
• Most had poor citation skills with missing citation
data, especially publication dates and not
matching in-text citations with references.
Discussion of research process
Students copied the steps in their class research
guides.
One minute survey
• Learned useful knowledge/skills and will apply
them in future studies.
• Some prefer shorter sessions, each with less
information.
Assessment Instruments:
• Pretest, posttest (beginning & end of summer)
• Second posttest (one month after summer)
• Citation analysis (according to a rubric6)
• Student discussion on research process
• One minute survey5
46%
51%
55%54%
69%
64%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Pretest Posttest 2nd Posttest
Class A
Class B