Description
University students face an information landscape that is overburdened with the proliferation of information as a result of increased and improved technology. Students will be better able to navigate such information overload only if they are information literate enough. Being information literate is having the ability to utilize information effectively and ethically. Information literacy has become a critical aspect of higher education in ensuring that students develop skills and attitudes to access information effectively, efficiently, and ethically. This study investigates a way to systematically integrate information literacy instruction into the undergraduate curriculum of a university through alignment with an established framework. This mixed methods study adopted an action research approach to explore the situating of information literacy into the curriculum. Action research is about the repeated application of results and findings to a specific problem of practice in a specific context. The iterative process of action research allowed for three cycles of research which culminated into an information literacy intervention aligned to the Framework for Information Literacy for Higher Education that resulted in changed student perceptions of their information literacy self-efficacy, skills, and abilities, all of which has the potential to translate into a changed undergraduate student learning experience.
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Details
Title
- Modeling Information Literacy for Curriculum Integration
Contributors
- Bernard, Simone Vanessa (Author)
- Thompson, Nicole (Thesis advisor)
- Basile, Carole (Committee member)
- Kammerlocher, Lisa (Committee member)
- Ross, Lydia (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2023
Resource Type
Collections this item is in
Note
- Partial requirement for: Ed.D., Arizona State University, 2023
- Field of study: Leadership and Innovation