Evidence-Based Learning Approach in Evaluation of Information Literacy Education
| Authors | |
|---|---|
| Year of publication | 2014 |
| Type | Article in Proceedings |
| Conference | Information Literacy: Lifelong Learning and Digital Citizenship in the 21st Century |
| MU Faculty or unit | |
| Citation | |
| Doi | http://dx.doi.org/10.1007/978-3-319-14136-7_59 |
| Field | Documentation, library studies, information management |
| Keywords | evidence-based learning; information literacy effectiveness; Kirkpatrick's Four-Level model; research |
| Description | The main aim of the paper is to present continual research as a precondition for more effective achievement of educational goals defined within information literacy (IL) education. We focus on Kirkpatrick's Four-Level Model, which corresponds with our aim to strength students’ satisfaction and learning results. The practical experience with conducting research is presented. The first level tries to evaluate immediate students' reactions to an educational activity (environment, content and the lecturer). We used short paper questionnaires (smile-sheets). The second level explores the change in knowledge and skills, assigning a pre- and a post-test and a didactic test. Qualitative methodology, specifically a focus group series and 360-degree feedback based on six interviews, was used within the third level to identify the long-term change in participants' behaviour. The fourth level is focused on the return on investment in education; this is the only level that is dealt with only theoretically. |
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