Geoff Walton|Mark Hepworth
Using assignment data to analyse a blended information literacy intervention: A quantitative approach
Staffordshire University|Loughborough University
research sought determine whether blended information literacy learning teaching intervention could statistically significantly enhance undergraduates information discernment compared standard facetoface delivery mixture facetoface online activities including online social media learning used three interventions designed develop information literacies firstyear undergraduates studying sport exercise staffordshire university focused one aspect information literacy ability evaluate source material effectively analysis devised written evaluations found information assessment converted numerical scores measured statistically helped evaluate efficacy interventions provided data analysis insight information literacy pedagogical intervention cognitive processes involved enabling participants interact critically information provided intervention incorporated social media learning proved successful learning teaching approach data indicated undergraduate students information literacy developed however additional longterm data required establish whether intervention would lasting impact