Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
Room 211
Proposal
It is expected that undergraduates entering a BSN clinical program as juniors will possess basic information literacy skills. The reality is that skills vary widely, complicating efforts to provide more advanced, discipline-specific instruction. The purpose of this study is to evaluate the effectiveness of a pre-class intervention intended to establish an information literacy baseline in newly admitted nursing students. Setting/Participants: Nursing students in the first clinical semester of a BSN program at a large, southeastern, research university. Intervention: Before attending a library instruction class, students watch a short video and complete a worksheet which they bring to class. Outcome Measures: Worksheets were evaluated to determine if students were successful in articulating a more focused topic, listing all major concepts of the focused topic, listing relevant synonyms and/or related terms, and listing relevant subject headings. Two successive cohorts (n =99 and n=76) were included in the study.
Presentation Description
It is expected that undergraduates entering a BSN clinical program as juniors will possess basic information literacy skills. The reality is that skills vary widely, complicating efforts to provide more advanced, discipline-specific instruction. The purpose of this study is to evaluate the effectiveness of a pre-class intervention intended to establish an information literacy baseline in newly admitted nursing students.
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Grabowsky, Adelia B., "Assessing the Effectiveness of a Pre-Class Intervention in Establishing an Information Literacy
Baseline" (2015). Georgia International Conference on Information Literacy. 30.
https://digitalcommons.georgiasouthern.edu/gaintlit/2015/2015/30
Assessing the Effectiveness of a Pre-Class Intervention in Establishing an Information Literacy Baseline
Room 211
It is expected that undergraduates entering a BSN clinical program as juniors will possess basic information literacy skills. The reality is that skills vary widely, complicating efforts to provide more advanced, discipline-specific instruction. The purpose of this study is to evaluate the effectiveness of a pre-class intervention intended to establish an information literacy baseline in newly admitted nursing students. Setting/Participants: Nursing students in the first clinical semester of a BSN program at a large, southeastern, research university. Intervention: Before attending a library instruction class, students watch a short video and complete a worksheet which they bring to class. Outcome Measures: Worksheets were evaluated to determine if students were successful in articulating a more focused topic, listing all major concepts of the focused topic, listing relevant synonyms and/or related terms, and listing relevant subject headings. Two successive cohorts (n =99 and n=76) were included in the study.
