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Bangor University - Evaluating Educational Impact - Bowman and Callow - CELT Conference September 2023

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"The demonstrable contribution that excellence in teaching and the support of learning has on the practice and outcomes of others, either internally or externally"

Professor Caroline Bowman, Bangor University

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Tracey Stanley, Director of Library Services and University Librarian

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Rebecca Mogg, Education Lead, Cardiff University

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Ideas can be found in:

Baroutian, S. and Kensington-Miller, B. 2016. Information literacy: the impact of a hands-on workshop for international postgraduate students. Education for Chemical Engineers, pp. 16-23. doi: 10.1016/j.ece.2015.10.001 (see page 18).

Pryjmachuk, S., Gill, A., Wood, P., Olleveant, N. and Keeley, P. 2012. Evaluation of an online study skills course. Active learning in higher education 13(2), pp. 155-168. doi: 10.1177/1469787412441298 (see: Table 2)

Shao, X. and Purpur, G. 2016. Effects of information literacy skills on student writing and course performance. Journal of Academic Librarianship 42(6), pp. 670-678. doi: 10.1016/j.acalib.2016.08.006 (see Appendix One).

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This diary study proforma was used in a case study to ascertain the information-seeking behaviour of postgraduate students.

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A question proforma used at Cardiff University Library to interview groups of subject librarians about the impact of moving from face to face / blended teaching to online teaching during the Covid 19 lockdown.

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Teaching IL online impact stories proforma

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Contextualising e-learning to develop student information literacies

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Contextualising e-learning to develop student information literacies

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In this case study, Dr Joe Nicholls (formerly Cardiff University Library Service) shares the findings of a project which explored the impact of providing a contextualised suite of e-learning resources to develop students' information literacies

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Measuring the impact of online information literacy teaching in the School of Engineering

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Measuring the impact of online information literacy teaching in the School of Engineering

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Case study by Nicola Jones, College Team Lead of Physical Sciences and Engineering, Cardiff University Library

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Impact of Library led teaching: report on initial pilot study using Alma

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Impact of Library led teaching: report on initial pilot study using Alma

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Case study by Sarah Jones, University of Wales Trinity St. David.

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See the WHELF 'Measuring the impact of information literacy' Zotero Library for a list of useful resources.

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Zotero | Your personal research assistant

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Weightman, A. L., Farnell, D. J. J., Morris, D., Strange, H., & Hallam, G. 2017. A systematic review of information literacy programs in Higher Education: Effects of face-to-face, online, and blended formats on student skills and views. Evidence Based Library and Information Practice, 12(3), 20–55. https://doi.org/10.18438/B86W90

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Authors

Alison Lesley Weightman Cardiff University http://orcid.org/0000-0001-5210-3798

Damian J. J. Farnell Cardiff University

Delyth Morris Cardiff University

Heather Strange Cardiff University

Gillian Hallam University of Queensland

Keywords:
information literacy, systematic review, online training, higher education

Abstract
Abstract

Objective - Evidence from systematic reviews a decade ago suggested that face-to-face and online methods to provide information literacy training in universities were equally effective in terms of skills learnt, but there was a lack of robust comparative research. The objectives of this review were (1) to update these findings with the inclusion of more recent primary research; (2) to further enhance the summary of existing evidence by including studies of blended formats (with components of both online and face-to-face teaching) compared to single format education; and (3) to explore student views on the various formats employed.

Methods - Authors searched seven databases along with a range of supplementary search methods to identify comparative research studies, dated January 1995 to October 2016, exploring skill outcomes for students enrolled in higher education programs. There were 33 studies included, of which 19 also contained comparative data on student views. Where feasible, meta-analyses were carried out to provide summary estimates of skills development and a thematic analysis was completed to identify student views across the different formats.

Results - A large majority of studies (27 of 33; 82%) found no statistically significant difference between formats in skills outcomes for students. Of 13 studies that could be included in a meta-analysis, the standardized mean difference (SMD) between skill test results for face-to-face versus online formats was -0.01 (95% confidence interval -0.28 to 0.26). Of ten studies comparing blended to single delivery format, seven (70%) found no statistically significant difference between formats, and the remaining studies had mixed outcomes. From the limited evidence available across all studies, there is a potential dichotomy between outcomes measured via skill test and assignment (course work) which is worthy of further investigation. The thematic analysis of student views found no preference in relation to format on a range of measures in 14 of 19 studies (74%). The remainder identified that students perceived advantages and disadvantages for each format but had no overall preference.

Conclusions - There is compelling evidence that information literacy training is effective and well received across a range of delivery formats. Further research looking at blended versus single format methods, and the time implications for each, as well as comparing assignment to skill test outcomes would be valuable. Future studies should adopt a methodologically robust design (such as the randomized controlled trial) with a large student population and validated outcome measures.

Author Biographies

Alison Lesley Weightman, Cardiff University

Specialist Unit for Review Evidence (Director)

Damian J. J. Farnell, Cardiff University

Lecturer in Medical Statistics

Delyth Morris, Cardiff University

University Library Service

Heather Strange, Cardiff University

Gillian Hallam, University of Queensland

Information Literacy Project Manager

How to Cite

Weightman, A. L., Farnell, D. J. J., Morris, D., Strange, H., & Hallam, G. (2017). A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views. Evidence Based Library and Information Practice, 12(3), 20-55. https://doi.org/10.18438/B86W90

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A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views | Evidence Based Library and Information Practice

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Abstract Objective – Evidence from systematic reviews a decade ago suggested that face-to-face and online methods to provide information literacy training in universities were equally effective in terms of skills learnt, but there was a lack of robust comparative research. The objectives of this review were (1) to update these findings with the inclusion of more recent primary research; (2) to further enhance the summary of existing evidence by including studies of blended formats (with components of both online and face-to-face teaching) compared to single format education; and (3) to explore student views on the various formats employed. Methods – Authors searched seven databases along with a range of supplementary search methods to identify comparative research studies, dated January 1995 to October 2016, exploring skill outcomes for students enrolled in higher education programs. There were 33 studies included, of which 19 also contained comparative data on student views. Where feasible, meta-analyses were carried out to provide summary estimates of skills development and a thematic analysis was completed to identify student views across the different formats. Results – A large majority of studies (27 of 33; 82%) found no statistically significant difference between formats in skills outcomes for students. Of 13 studies that could be included in a meta-analysis, the standardized mean difference (SMD) between skill test results for face-to-face versus online formats was -0.01 (95% confidence interval -0.28 to 0.26). Of ten studies comparing blended to single delivery format, seven (70%) found no statistically significant difference between formats, and the remaining studies had mixed outcomes. From the limited evidence available across all studies, there is a potential dichotomy between outcomes measured via skill test and assignment (course work) which is worthy of further investigation. The thematic analysis of student views found no preference in relation to format on a range of measures in 14 of 19 studies (74%). The remainder identified that students perceived advantages and disadvantages for each format but had no overall preference. Conclusions – There is compelling evidence that information literacy training is effective and well received across a range of delivery formats. Further research looking at blended versus single format methods, and the time implications for each, as well as comparing assignment to skill test outcomes would be valuable. Future studies should adopt a methodologically robust design (such as the randomized controlled trial) with a large student population and validated outcome measures.

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Diary study to ascertain the information-seeking behaviour of postgraduate students

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Diary study to ascertain the information-seeking behaviour of postgraduate students

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In this case study, Jose Lopez-Blanco and Lowri Williams (University of South Wales Library) outline the methodology and results of a diary study approach first piloted in 2022/3 and then repeated in 2023/4.

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Delyth Morris, Subject Librarian, Cardiff University

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Authors Delyth Morris Cardiff University

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A review of information literacy programmes in higher education: The effects of face-to-face, online and blended formats on student perception | Journal of Information Literacy

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This review will aim to establish if there is strong evidence to suggest a student preference for delivery format within information literacy teaching. This research supports and builds on research previously undertaken by Cardiff University (Weightman et al., 2017). Weightman et al (2017) addressed the effect of face-to-face or online learning specifically on learning outcomes. This review specifically focuses on the effects of these methods, and blended formats, on student preference. This research informs teaching practice specifically within Cardiff University’s library service but also teaching practice generally. A comprehensive systematic literature search was undertaken in four databases: Library, Information Science and Technology Abstracts (LISTA), British Education Index, ERIC and Scopus. Seven new papers were identified to update the previous discussions on student preference of information literacy teaching format (Weightman et al., 2017). Critical appraisal was undertaken of these newly identified papers. Weightman et al.’s (2017) systematic review suggested that there was no student preference in relation to delivery format. Of the seven new papers identified in this review, two (DaCosta, 2007; Gorman & Staley, 2018) show a slight preference for format; one for online and one for face-to-face although there are limitations to the studies. Of the five remaining studies (Craig & Friehs, 2013; Kelly, 2017; Lag, 2016; Lapidus et al., 2012; Matlin & Lantzy, 2017) all showed a comparable experience between formats, although limitations of these studies are also acknowledged. The update search and appraisal of the literature concurs with previous conclusions (Weightman et al., 2017) that experiences are comparable and student preference is generally neutral in relation to delivery format. Student learning outcomes and student preference are comparable regardless of format (Weightman et al., 2017).

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Case study by Delyth Morris, Subject Librarian, Cardiff University

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The Open University have an Engagement and Insight team in the library who run periodic insight projects. In 2024, they did research on our Library training.

This research repeated the method we employed in 2022 where we selected modules and surveyed students about their experience with library training in their modules. The survey was followed by interviews with students to learn more about their experience. In this study, we selected four modules across the faculties and to cover levels one through three. The modules in our study were:  D110, K310, T317, W212.

Across the four modules, most students reported that the library training changed how they use or access library resources (76%). They also said that the training improved their confidence in using, accessing, or referencing library resources (82%).

The value of these sessions is high as 74% were able to directly apply what they learned to their module assessments. Students are also happy with the training. Ninety percent reported it partially or fully met their expectations and 73% said they would attend library training in the future. Seventy-seven percent of respondents would recommend library training to other OU students and 20% said they might.