Effectiveness of Course-Integrated and Repeated Library Instruction on Library Skills of Education Students

Penny M. Beile

《教育資料與圖書館學》 40卷3期 (2003/03) Pp. 271-277

https://doi.org/10.6120/JoEMLS.200303_40(3).0001.RS.CE

並列摘要

Given the investment in librarian time and energy and faculty and student time constraints, it was deemed important to assess effectiveness of course-integrated library instruction, and more specifically, whether repeated library instruction has a cumulative effect on student learning. As such, students who began the study with no prior library instruction experience (n=45) were contrasted with students who had cornpleted a library walking tour and worksheet (n=34) and with those who had attended previous course-integrated library instruction (n=27). A pre-test/post-test research design was utilized, with course-integrated library instruction as treatment. Analysis indicated a statistically significant difference (dependent t(105)=2.18, p＜.05) between pre-test (M=49.43, SD=19.24) and post-test (M=77.69, SD=14.64) scores. However, an analysis of variance (ANOVA) revealed students with no prior library instruction experience did not significantly differ from those who completed a walking tour and worksheet or those who attended a prior course-integrated library instruction session (F(2,103)=1.63, p=.20).

並列關鍵字

Academic libraries ； Library instruction ； Evaluation ； Cumulative effect

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