Paper: Research Abstract
Raising Frames of Mind: Elevating Learners Using the ACRL Framework and Active-Learning Strategies
Tuesday, May 7
2:35 PM - 2:50 PM
Room: Columbus GH (East Tower, Ballroom/Gold Level)
Robyn Rosasco, AHIP
Public Services Librarian
College of Medicine, Florida State University
Erica Heasley, AHIP
Information Services and Outreach Librarian
Florida state University
Objectives: An active-learning approach to information literacy instruction can promote student engagement and higher-order thinking, which complement current instructional standards and conceptual frameworks in higher and medical education. This paper demonstrates the value of active-learning strategies mapped to the Association for College & Research Libraries’ (ACRL) Framework guidelines by assessing health sciences students’ perceived self-efficacy of their information literacy skills after participating in varied instructional sessions.
Methods: Medical librarian instructors integrated active-learning strategies into, on average, 10 one-shot information literacy lessons per semester for health sciences students at the Florida State University College of Medicine (FSU COM) during spring 2018, fall 2018, and spring 2019. Strategies included guided, abbreviated research simulations; interactive modules for small-group learning; and flipped classroom techniques that required students to submit pre- and post-class assignments. Instructors mapped active- and passive-learning methods to learning concepts identified in appropriate ACRL frames. A cross-sectional, online survey with a 11-point Likert scale that measured perceived self-efficacy for initiating and conducting clinical and scholarly research was distributed to graduate, undergraduate and physician assistant students following information literacy instruction that used active-learning and student-engagement concepts recommended in the ACRL Framework. Quantitative analysis was performed on self-efficacy scores submitted in fall 2018 and spring 2019.
Results: Library instruction sessions and data collection are ongoing. Preliminary results collected from students after library instruction sessions suggest moderate-to-high confidence ratings for information literacy competencies. Based on observation, an unanticipated outcome has been an increase in undergraduate senior capstone students seeking one-on-one research consultations with medical librarians when compared to previous semesters.
Conclusions: We hope active-learning methods connected to conceptual frameworks and educational standards will support formalized integration of information literacy competencies across the FSU COM curricula. Further conclusions will be described at the time of the presentation.
Keywords: ACRL Framework, Active Learning, Information Literacy, Instruction