CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Evaluation of sources: A new sustainable approach
Tác giả
Radcliff S.; Wong E.Y.
Năm xuất bản
2015
Source title
Reference Services Review
Số trích dẫn
4
DOI
10.1108/RSR-09-2014-0041
Liên kết
Tóm tắt
Purpose – The purpose of this study was to test a method of teaching information literacy, using the Toulmin method of argumentation, to aid students in developing topics, evaluating sources and creating stronger arguments that avoided “myside” or confrmation bias. Design/methodology/approach – The Toulmin method of argument analysis was tested in two related studies. A quasi-experimental comparison study in six sections of English composition courses was implementedatasmall liberal arts college. A traditional one-shot session was compared to a fipped class, incorporating Toulmin argumentation. A Standardized Assessment of Information Literacy Skills (SAILS) test was administered and research papers analyzed using a rubric. A modifed version of the Toulmin method, using images, was implemented in a two-unit information literacy course at a state university. Pretest and posttest information literacy test scores and research papers were analyzed. Findings – The frst study showed that the experimental group performed better on the rubric scores for research papers when results were adjusted by excluding the one honors section. The survey results from this study showed mixed results for the fipped classroom approach. The second study showed a statistically signifcant improvement in pretest and posttest scores from the information literacy achievement test and the research paper rubric analysis showed that instructional goals were at least partly met. Research limitations/implications – Further research in incorporating instruction in argument into information literacy instruction is indicated. These studies integrated the Toulmin method successfully but represent fairly unique situations and thus more studies are needed to assess the overall impact of using this method in the context of information literacy instruction. Social implications – This study was implemented with two different population groups and shows how instruction can impact different groups differently and can be adapted to increase its effectiveness. Originality/value – The study highlights the value of collaborative assessment and of inclusion of critical thinking goals in information literacy instruction through instruction in argumentation using textual and visual means. © Emerald Group Publishing Limited.
Từ khóa
Confrmation bias; Information literacy; Library instruction; Library instruction west; Toulmin method of argument; Visual literacy
Tài liệu tham khảo
Alfno M., Pajer M., Pierce L., Jenks K.O., Advancing critical thinking and information literacy skills in frst year college students, College & Undergraduate Libraries, 15, 1-2, pp. 81-97, (2008); Armstrong J., Designing a writing intensive course with information literacy and critical thinking learning outcomes, Reference Services Review, 38, 3, pp. 445-457, (2010); Association of college research libraries information literacy standards, Available At:, (2000); Keeping up with Fipped classrooms, (2013); Framework for Information Literacy for Higher Education, (2014); Baron J., Thinking and Deciding, (2000); Bartholomae D., Inventing the university, Journal of Basic Writing, 5, 1, pp. 4-23, (1986); Bergmann J., Sams A., How the Fipped Classroom is Radically Transforming Learning, (2012); Berrett D., How ‘fipping’ the Classroom Can Improve the Traditional Lecture, (2012); Birdswell D.S., Groarke L., Outlines a theory of visual argument, Argumentation & Advocacy, 43, 3-4, pp. 103-132, (2007); Blair J.A., Groundwork in the Theory of Argumentation, (2012); Branch N., Dahlen S., Ransom D., Flipped Library Instruction, (2014); California State University, East Bay Website: Demographic Information, (2014); 6 Expert Tips for Fipping the Classroom, (2013); Duggan M., Photo and Video Sharing Grow Online: Additional Analysis, (2013); 7 Things You Should Know about Fipped Classrooms, (2012); Understanding the Fipped Classroom, (2012); Fleming D., Can pictures be arguments?, Argumentation & Advocacy, 33, 1, pp. 11-18, (1996); Graff G., Clueless in the Academe: How Schooling Obscures the Life of the Mind, (2003); Harris B., Visual information literacy via visual means: Three heuristics, Reference Services Review, 34, 2, pp. 213-221, (2006); Hattwig D., Bussert K., Medaille A., Burgesss J., Visual literacy standards in higher education: New opportunities for libraries and student learning, Portal: Libraries and the Academy, 13, 1, pp. 61-89, (2013); Hobbs R., Does media literacy work? An empirical study of learning how to analyze advertisements, Advertising & Society Review, 5, 1, pp. 1-28, (2004); Kobzina N., A faculty-librarian partnership: A unique opportunity for course integration, Journal of Library Administration, 50, 2, pp. 93-314, (2010); Lage M.J., Platt G.J., Treglia M., Inverting the classroom: A gateway to creating an inclusive learning environment, Journal of Economic Education, 31, 1, pp. 30-43, (2000); Lupton M., Evidence, argument and social responsibility: Frst-year students’ experiences of information literacy when researching an essay, Higher Education Research & Development, 27, 4, pp. 399-414, (2008); Mackey J., Jacobson T., Reframing information literacy as a metaliteracy, College & Research Libraries, 72, 1, pp. 62-78, (2011); Nussbaum E.M., Schraw G., Promoting argument-counterargument integration in students’ writing, Journal of Experimental Education, 76, pp. 59-92, (2007); Nussbaum M., Edwards O.V., Critical questions and argument stratagems: A framework for enhancing and analyzing students’ reasoning practices, Journal of Learning Sciences, 20, 3, pp. 443-488, (2011); Oakleaf M., Value of Academic Libraries: A Comprehensive Research Review and Report, (2010); Patterson F.J., Visualizing the critical thinking process, Issues, 95, 1, pp. 36-41, (2011); Phan T., Hardesty J.H., Academic Libraries: 2012 First Look, (2012); (2014); Prince M.B., A new beginning in college writing, Journal of Education, 188, 3, pp. 1-27, (2007); Ravas T., Stark M., Pulitzer-prize-winning photographs and visual literacy at the University of Montana: A case study, Journal of Art Libraries Society of North America, 31, 1, pp. 34-44, (2012); (2012); (2012); Song Y., Ferretti R., Teaching critical questions about argumentation through the revising process: Effects of strategy instruction on college students’ argumentative essays, Reading and Writing Quarterly, 26, 1, pp. 67-90, (2012); (2014); Strayer J., How learning in an inverted classroom infuences cooperation, innovation and task orientation, Learning Environments Research, 15, 2, pp. 171-193, (2012); Toulmin S.E., The Uses of Argument, Updated Edition, (2003); Townsend L., Hoffer A., Brunetti K., Troublesome concepts and information literacy: Investigating threshold concepts for IL, Portal: Libraries and the Academy, 11, 3, pp. 853-869, (2011); Walton D., Methods of Argumentation, (2012); Argumentation schema and the myside bias in written argumentation, Written Communication, 26, 2, pp. 183-209, (2009); (2014)
Nơi xuất bản
Emerald Group Holdings Ltd.
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus