Abstract
AbstractThe new Framework for Information Literacy for Higher Education (ACRL, 2016) highlights the ability to synthesize ideas from multiple sources of information as one of the key knowledge practices. There is little generalizable empirical research based on cognitive science principles to guide information literacy instruction practice. The present study examined the effectiveness of elaborative interrogation instructional strategy on integration and transformation of ideas from multiple sources of information. 86 participants took part in the study via Amazon Mechanical Turk platform. The experiment involved reading five texts on the topic of climate change and responding to embedded elaborative interrogation prompts (treatment groups only), and writing a synthesis paragraph on the topic. Two one-way ANCOVAs were employed to test the hypotheses which indicated that elaborative interrogation prompts did not significantly improve performance on transformation and integration measures. This study contributes to the growing body of literature addressing information literacy instruction based on the new Framework and provides a promising long-term cross-disciplinary research partnership in terms of linking evidencebased guidance for instruction based on cognitive science principles to information literacy knowledge practices in the new Framework.
Highlights
As the information landscape has expanded in the last few decades, students face the ever challenging tasks of navigating a complex, disorderly landscape as well as synthesizing ideas from multiple sources of information
The present study examined the effectiveness of elaborative interrogation instructional strategy on integration and transformation of ideas from multiple sources of information. 86 participants took part in the study via Amazon Mechanical Turk platform
This study contributes to the growing body of literature addressing information literacy instruction based on the new Framework and provides a promising long-term cross-disciplinary research partnership in terms of linking evidencebased guidance for instruction based on cognitive science principles to information literacy knowledge practices in the new Framework
Summary
As the information landscape has expanded in the last few decades, students face the ever challenging tasks of navigating a complex, disorderly landscape as well as synthesizing ideas from multiple sources of information. The Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education (ACRL, 2016) highlights the ability to synthesize ideas from multiple sources of information as one of the key knowledge practices through which students show their development. The body of literature on information literacy instruction is vast. An integral missing segment in this body of literature is the connection between what cognitive and learning science research tells us about how students acquire these skills and in turn, how instructional librarians can best adopt findings from cognitive science regarding learning to create effective instructional techniques (Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013), which improve comprehension, and
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