Published In

Proceedings of International Federation of Library Associations World Library Information Congress Proceedings, Dublin, Ireland

Document Type

Article

Publication Date

2022

Subjects

Art -- History, Libraries and education -- Case studies, Library cooperation -- Case studies, Academic libraries -- Relations with faculty and curriculum -- Case studies, Academic librarians -- Professional relationships, Information literacy -- Study and teaching (Higher)

Abstract

In a collaborative effort between three departments at Portland State University, investigators designed and created Information Literacy (IL) modules tailored to the needs of Art History students utilizing two delivery platforms. One platform employed adaptive software (in this study, the product is called Realizeit), and the other was a static environment called Pressbooks. Students were randomly divided into cohorts based on these delivery methods. The author compared results of pre and post information literacy assessments and completed an analysis of students’ preliminary bibliographies to measure the success of the IL instruction. But the core investigation was to determine whether the same content delivered in different online learning environments were appreciably different in terms of students’ performance outcomes. This study reaffirms the value of information literacy instruction in Art History classes as evidenced by significant student improvements. Regarding the efficacy of adaptive learning software, however, the outcomes of this study are inconclusive.

Rights

Copyright © 2022 by Elsa Loftis.

Creative Commons License

This work is made available under the terms of the Creative Commons Attribution 4.0 International License: http://creativecommons.org/licenses/by/4.0

Persistent Identifier

https://archives.pdx.edu/ds/psu/38280

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