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An intervention and assessment to Improve information literacy

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TitleInfo
Title
An intervention and assessment to Improve information literacy
Name (type = personal)
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Scharf
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Davida
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Davida Scharf
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author
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O'Connor
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Dan
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Dan O'Connor
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Advisory Committee
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chair
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McInerney
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Claire
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Claire McInerney
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Advisory Committee
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internal member
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Belkin
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Nicholas
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Nicholas Belkin
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Advisory Committee
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internal member
Name (type = personal)
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Gopalakrishnan
NamePart (type = given)
Shanthi
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Shanthi Gopalakrishnan
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Advisory Committee
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outside member
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NamePart
Rutgers University
Role
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degree grantor
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Graduate School - New Brunswick
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school
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Text
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theses
OriginInfo
DateCreated (qualifier = exact)
2013
DateOther (qualifier = exact); (type = degree)
2013-05
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
Purpose: The goal of the study was to test an intervention using a brief essay as an instrument for evaluating higher-order information literacy skills in college students, while accounting for prior conditions such as socioeconomic status and prior academic achievement, and identify other predictors of information literacy through an evaluation of student behavior and attitude. Design/Methods/Approach: An instructional intervention was evaluated using a brief essay as a pre- and posttest of learning in a course in technical communication. Multiple readers rated essays on five criteria to measure higher-order skills. Interrater reliability and internal consistency of the measures were tested. Analyses of variance and covariance were used to measure academic gains and to partial out the effects of confounding variables. Student behavior was measured by level of activity in the course management system and essay length. Student attitude was measured through a content analysis of their reflective statements. A control group of students who took the same course without the intervention, but who did not take the pretest, also took the posttest. Findings: 1) The method used for measuring information literacy was found to be reliable and valid. 2) The use of the brief essay as a pre- and posttest showed that the students in the treatment group achieved impressive gains in higher-order skills associated with information literacy. 3) The students in the treatment group significantly outperformed students in the control group with substantive effect sizes explaining results. 4) Socioeconomic status had no significant impact on information literacy. 5) Student use of online instructional materials had no significant impact on information literacy. Originality/Value: A model of information literacy assessment in higher education was proposed to isolate important classes of variables affecting learning. An experimental design using multivariate methods to account for the multiple influences of variables on information literacy allowed for the determination and partitioning of the influence of each variable and sets of variables. This knowledge allows for efficient and systematic progress to be recorded where less productive variables can be dropped from the model and significant and important variables are kept in the model to increase the amount of variability explained in information literacy outcomes.
Subject (authority = RUETD)
Topic
Communication, Information and Library Studies
RelatedItem (type = host)
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Title
Rutgers University Electronic Theses and Dissertations
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ETD
Identifier
ETD_4631
PhysicalDescription
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electronic resource
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application/pdf
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text/xml
Extent
xv, 274 p. : ill.
Note (type = degree)
Ph. D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Davida Scharf
Subject (authority = ETD-LCSH)
Topic
Information literacy
Subject (authority = ETD-LCSH)
Topic
Reading--Ability testing
Subject (authority = ETD-LCSH)
Topic
College students--Education
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000068957
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Title
Graduate School - New Brunswick Electronic Theses and Dissertations
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rucore19991600001
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Identifier (type = doi)
doi:10.7282/T3QF8RGH
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Rights

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The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Scharf
GivenName
Davida
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Copyright Holder
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Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2013-04-11 10:52:38
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Name
Davida Scharf
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Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
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Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
RightsEvent
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2013-05-31
DateTime (encoding = w3cdtf); (qualifier = exact); (point = end)
2014-05-31
Type
Embargo
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after May 31st, 2014.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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