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

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Bibliographic Details
Main Authors:	Kim, Miseon, Franco, Mercedes, Seo, Dugwon
Format:	Recurso educativo Open Access
Language:	en
Published:	2020
Subjects:	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
Online Access:	Acceder al recurso
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author	Kim, Miseon Franco, Mercedes Seo, Dugwon
author_facet	Kim, Miseon Franco, Mercedes Seo, Dugwon Kim, Miseon Franco, Mercedes Seo, Dugwon
collection	Education Resources Information Center
contents	Implementing Information Literacy (IL) into STEM Writing Courses: Effect of IL Instruction on Students' Writing Projects at an Urban Community College Kim, Miseon Franco, Mercedes Seo, Dugwon 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 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).
format	Recurso educativo Open Access
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spellingShingle	Implementing Information Literacy (IL) into STEM Writing Courses: Effect of IL Instruction on Students' Writing Projects at an Urban Community College Kim, Miseon Franco, Mercedes Seo, Dugwon 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 Implementing Information Literacy (IL) into STEM Writing Courses: Effect of IL Instruction on Students' Writing Projects at an Urban Community College Kim, Miseon Franco, Mercedes Seo, Dugwon 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 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).
title	Implementing Information Literacy (IL) into STEM Writing Courses: Effect of IL Instruction on Students' Writing Projects at an Urban Community College
topic	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
url	https://eric.ed.gov/?id=EJ1255540

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