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Impact of purposefully designed learning activities in the case of information literacy self-efficacy

Ann De Meulemeester (UGent) , Renaat Peleman (UGent) and Heidi Buysse (UGent)
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Abstract
Objectives: Developing information literacy skills of medical students is one of the basic skills to become lifelong learners. Method: The study focuses on the development of a first year integrated information literacy course for medical students during three consecutive years. Students filled in a validated information literacy self-efficacy scale for medicine at the beginning and at the end of the course. Results: Integrating a search-report has a significant positive effect. For ‘Medical information literacy skills’, a positive difference is found for the academic year in which a peer review was introduced. Integrating personal experience has an undeniable impact and should be stimulated in the educational design in higher education. Performing a peer review impacts information literacy self-efficacy related to the specific medical information literacy skills and should be further integrated in the course. Teachers need to evaluate the impact of course development continuously, as not all adaptations always have the expected impact.
Keywords
Information literacy self-efficacy, Higher education, Medical curriculum, Pre- and post-implementation, Information literacy scale for medicine

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MLA
De Meulemeester, Ann, et al. “Impact of Purposefully Designed Learning Activities in the Case of Information Literacy Self-Efficacy.” Information Literacy in Everyday Life : Revised Selected Papers, edited by Serap Kurbanoğlu et al., vol. 989, Springer, 2019, pp. 282–91.
APA
De Meulemeester, A., Peleman, R., & Buysse, H. (2019). Impact of purposefully designed learning activities in the case of information literacy self-efficacy. In S. Kurbanoğlu, S. Špiranec, Y. Ünal, J. Boustany, M. L. Huotari, E. Grassian, … L. Roy (Eds.), Information literacy in everyday life : revised selected papers (Vol. 989, pp. 282–291). Cham, Switzerland: Springer.
Chicago author-date
De Meulemeester, Ann, Renaat Peleman, and Heidi Buysse. 2019. “Impact of Purposefully Designed Learning Activities in the Case of Information Literacy Self-Efficacy.” In Information Literacy in Everyday Life : Revised Selected Papers, edited by Serap Kurbanoğlu, Sonja Špiranec, Yurdagül Ünal, Joumana Boustany, Maija Leena Huotari, Esther Grassian, Diane Mizrachi, and Loriene Roy, 989:282–91. Cham, Switzerland: Springer.
Chicago author-date (all authors)
De Meulemeester, Ann, Renaat Peleman, and Heidi Buysse. 2019. “Impact of Purposefully Designed Learning Activities in the Case of Information Literacy Self-Efficacy.” In Information Literacy in Everyday Life : Revised Selected Papers, ed by. Serap Kurbanoğlu, Sonja Špiranec, Yurdagül Ünal, Joumana Boustany, Maija Leena Huotari, Esther Grassian, Diane Mizrachi, and Loriene Roy, 989:282–291. Cham, Switzerland: Springer.
Vancouver
1.
De Meulemeester A, Peleman R, Buysse H. Impact of purposefully designed learning activities in the case of information literacy self-efficacy. In: Kurbanoğlu S, Špiranec S, Ünal Y, Boustany J, Huotari ML, Grassian E, et al., editors. Information literacy in everyday life : revised selected papers. Cham, Switzerland: Springer; 2019. p. 282–91.
IEEE
[1]
A. De Meulemeester, R. Peleman, and H. Buysse, “Impact of purposefully designed learning activities in the case of information literacy self-efficacy,” in Information literacy in everyday life : revised selected papers, Oulu, Finland, 2019, vol. 989, pp. 282–291.
@inproceedings{8616980,
  abstract     = {Objectives: Developing information literacy skills of medical students is one of the basic skills to become lifelong learners.
Method: The study focuses on the development of a first year integrated information literacy course for medical students during three consecutive years. Students filled in a validated information literacy self-efficacy scale for medicine at the beginning and at the end of the course.
Results: Integrating a search-report has a significant positive effect. For ‘Medical information literacy skills’, a positive difference is found for the academic year in which a peer review was introduced. Integrating personal experience has an undeniable impact and should be stimulated in the educational design in higher education. Performing a peer review impacts information literacy self-efficacy related to the specific medical information literacy skills and should be further integrated in the course. Teachers need to evaluate the impact of course development continuously, as not all adaptations always have the expected impact.},
  author       = {De Meulemeester, Ann and Peleman, Renaat and Buysse, Heidi},
  booktitle    = {Information literacy in everyday life : revised selected papers},
  editor       = {Kurbanoğlu, Serap and Špiranec, Sonja and Ünal, Yurdagül and Boustany, Joumana and Huotari, Maija Leena and Grassian, Esther and Mizrachi, Diane and Roy, Loriene},
  isbn         = {9783030134716},
  issn         = {1865-0929},
  keywords     = {Information literacy self-efficacy,Higher education,Medical curriculum,Pre- and post-implementation,Information literacy scale for medicine},
  language     = {eng},
  location     = {Oulu, Finland},
  pages        = {282--291},
  publisher    = {Springer},
  title        = {Impact of purposefully designed learning activities in the case of information literacy self-efficacy},
  url          = {http://dx.doi.org/10.1007/978-3-030-13472-3_27},
  volume       = {989},
  year         = {2019},
}

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