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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2025
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ1458192 |
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Table of Contents:
- High-Impact Information Literacy Learning Opportunities in Postsecondary Education in Health, Civic Engagement, and Personal Finance Courses Mirah Dow Educational Benefits Information Literacy Learner Engagement School Holding Power Library Role Teaching Methods Outcomes of Education Journal Articles Academic Libraries Health Citizen Participation Diversity Sustainability Postsecondary Education Money Management Student Behavior College Students Behavior Change Information Seeking Holistic Approach Search Strategies Student Needs This article extends Kuh and associates' research describing high-impact learning as kinds and types of projects and assignments shown to benefit postsecondary students and increase rates of student retention and engagement. Given that the content and implementation of postsecondary courses have continuously evolved in recent years, this present study raises the question about whether other factors that may now make learning meaningful for students can be considered high impact. Findings have relevance to LIS faculty with expertise in the area of information literacy who create curriculum and prepare instructional librarians and information literacy practitioners to teach, as well as to other faculty across campuses. The article reports on 27 records in the academic areas of health, civic engagement, and personal finance selected following the 2009 Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and the 2009 statement for reporting systematic reviews. Implications for LIS faculty are presented in a discussion of six categories of educational factors relevant to high-impact information literacy learning.