An inquiry-based teaching intervention to embed information literacy instructions into a library and information science curriculum in Bangladesh
Introduction. This paper describes a novel pedagogical practice and reports its effectiveness in improving library and information science students' information literacy knowledge. In addition, it addresses the association of students’ information and communication technology (ICT) self-efficac...
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| Language: | English |
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University of Borås
2023-09-01
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| Series: | Information Research: An International Electronic Journal |
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| Online Access: | https://informationr.net/infres/article/view/332 |
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| author | Md Arman Hossain Eero Sormunen |
| author_facet | Md Arman Hossain Eero Sormunen |
| author_sort | Md Arman Hossain |
| collection | DOAJ |
| description | Introduction. This paper describes a novel pedagogical practice and reports its effectiveness in improving library and information science students' information literacy knowledge. In addition, it addresses the association of students’ information and communication technology (ICT) self-efficacy with their information literacy learning.
Method. SPSS (version 27) was employed for the statistical analyses of the data. A one-way analysis of covariance (ANCOVA) was conducted to examine the differences between the intervention group (n= 35) and the control group (n= 36). Independent samples t-tests were carried out to see the differences between various groups. Pearson’s correlations were conducted to measure relationships among dependent variables.
Analysis. SPSS (version 27) was employed for the statistical analyses of the data. A one-way analysis of covariance (ANCOVA) was conducted to examine the differences between the intervention group (n= 35) and the control group (n= 36). Independent samples t-tests were carried out to see the differences between various groups. Pearson’s correlations were conducted to measure relationships among dependent variables.
Results. Students who attended the novel guided-inquiry based information literacy instructions scored higher in the post-test than those who participated in regular class lectures. In addition, the students in the intervention group learned course subject contents as well as the controls. Students’ ICT self-efficacy did not influence their overall learning of information literacy knowledge.
Conclusion. Considering the short duration of the intervention, the learning outcomes in information literacy were satisfactory. We gathered some experiences implementing a novel student-centred pedagogical practice in a developing country to help educators and researchers take such initiatives. |
| format | Article |
| id | doaj-art-e0c1e56018f044edbc5148d6b69d26bf |
| institution | Kabale University |
| issn | 1368-1613 |
| language | English |
| publishDate | 2023-09-01 |
| publisher | University of Borås |
| record_format | Article |
| series | Information Research: An International Electronic Journal |
| spelling | doaj-art-e0c1e56018f044edbc5148d6b69d26bf2025-02-03T10:10:35ZengUniversity of BoråsInformation Research: An International Electronic Journal1368-16132023-09-0128323610.47989/ir283332329An inquiry-based teaching intervention to embed information literacy instructions into a library and information science curriculum in BangladeshMd Arman HossainEero SormunenIntroduction. This paper describes a novel pedagogical practice and reports its effectiveness in improving library and information science students' information literacy knowledge. In addition, it addresses the association of students’ information and communication technology (ICT) self-efficacy with their information literacy learning. Method. SPSS (version 27) was employed for the statistical analyses of the data. A one-way analysis of covariance (ANCOVA) was conducted to examine the differences between the intervention group (n= 35) and the control group (n= 36). Independent samples t-tests were carried out to see the differences between various groups. Pearson’s correlations were conducted to measure relationships among dependent variables. Analysis. SPSS (version 27) was employed for the statistical analyses of the data. A one-way analysis of covariance (ANCOVA) was conducted to examine the differences between the intervention group (n= 35) and the control group (n= 36). Independent samples t-tests were carried out to see the differences between various groups. Pearson’s correlations were conducted to measure relationships among dependent variables. Results. Students who attended the novel guided-inquiry based information literacy instructions scored higher in the post-test than those who participated in regular class lectures. In addition, the students in the intervention group learned course subject contents as well as the controls. Students’ ICT self-efficacy did not influence their overall learning of information literacy knowledge. Conclusion. Considering the short duration of the intervention, the learning outcomes in information literacy were satisfactory. We gathered some experiences implementing a novel student-centred pedagogical practice in a developing country to help educators and researchers take such initiatives.https://informationr.net/infres/article/view/332information literacyinformation and communication technologylibrary and information scienceteaching and learningpedagogyguided inquiry |
| spellingShingle | Md Arman Hossain Eero Sormunen An inquiry-based teaching intervention to embed information literacy instructions into a library and information science curriculum in Bangladesh Information Research: An International Electronic Journal information literacy information and communication technology library and information science teaching and learning pedagogy guided inquiry |
| title | An inquiry-based teaching intervention to embed information literacy instructions into a library and information science curriculum in Bangladesh |
| title_full | An inquiry-based teaching intervention to embed information literacy instructions into a library and information science curriculum in Bangladesh |
| title_fullStr | An inquiry-based teaching intervention to embed information literacy instructions into a library and information science curriculum in Bangladesh |
| title_full_unstemmed | An inquiry-based teaching intervention to embed information literacy instructions into a library and information science curriculum in Bangladesh |
| title_short | An inquiry-based teaching intervention to embed information literacy instructions into a library and information science curriculum in Bangladesh |
| title_sort | inquiry based teaching intervention to embed information literacy instructions into a library and information science curriculum in bangladesh |
| topic | information literacy information and communication technology library and information science teaching and learning pedagogy guided inquiry |
| url | https://informationr.net/infres/article/view/332 |
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