Instructional Design for the Active: Employing Interactive Technologies and Active Learning Exercises to Enhance Information Literacy

Abstract

variety of instructional scenarios, librarians at The University of North Carolina at Pembroke have been working to engage students with the use of interactive technologies combined with active learning strategies in attempts to enhance learning of information literacy (IL) skills. This paper describes the successful use of this approach in not only increasing student engagement, but also learning outcomes for performing specific competencies such as creating effective search strategies, evaluating information sources, and making distinctions between scholarly and popular publications. Practical examples of our use of class response systems (clickers), interactive whiteboards, wireless slates, and digital cameras in conjunction with active learning environments are discussed in the context of IL provision for both upper- and lower-division classes. An experiment using clickers reveals the specific impact that this technology can have regarding learning outcomes and student engagement, while discussion of the use of other technologies provides a practical look at implementation. Our study (n=234), focusing on the provision of information literacy sessions for English Composition II classes to a 'clicker' group and a control group, revealed a four-point increase from the pre-test to the post-test in the development of information-seeking competencies for students in classes using clickers and discussion, compared to classes using the lecture as a primary method of instruction. The results of these experiences shed light on the potential impact that implementation of interactive technologies, with a shift in pedagogy toward active learning, can have on student engagement and learning of information literacy concepts. While increased student engagement is evident with the use of these technologies, more research on the implementation of active learning in the context of information literacy instruction is needed in order to test the conclusion that learning outcomes can be successfully achieved as well.