THE EFFECTS OF TARGETED, CONNECTIVISM-BASED INFORMATION LITERACY INSTRUCTION ON LATINO STUDENTS INFORMATION LITERACY SKILLS AND LIBRARY USAGE BEHAVIOR By John Walsh

Introduction Study background information Theoretical Framework IL and connectivism Methods Design, sample, instruments, treatments Results Research questions and hypotheses Discussion Limitations, implications and suggestions Presentation Summary

Cochise College Libraries Cochise College Campuses

Cochise College Libraries Cochise College Douglas Campus

Cochise College Libraries Race/Ethnicity# students% students White % Hispanic/Latino % Black/African American1333.2% Asian/Pacific Islander942.3% American Indian/Alaskan Native300.7% Two or more races531.3% Unknown/Unreported2516.1% 4133 Campus% Latino Douglas71.2% Sierra Vista23.8% Benson21.7% Nogales91.7% Willcox39.2% Online Campus30.0% CC Student Population (HSI) Campus Students Trio ESL, no barriers IL skills\library usage

Statement of problem Latinos library usage, information literacy (IL) skills, librarian contact lowest, cultural usage study ( Whittmire, 2003, p.52; Haras, Lopez, & Ferry, 2008, p. 431) Latinos retention and persistence lowest, academic performance barrier ( Gonyea, 2010, p.74) Latinos academic success related to library/IL instruction (ILI) faculty survey study (Solis & Dabbour, 2006, p. 50) Latinos should be provided targeted outreach by academic libraries, Whittmire/Gonyea correlation (Long, 2011, p. 505) Introduction

Purpose of study Develop targeted outreach usage and IL skills success persistence (Long, 2011, p. 505) Design targeted instruction, effective at increasing Latino library usage and IL skills Inform TI instructional design with theoretical framework based on connectivism Measure effectiveness of TI compared to traditional lecture instruction (TL), no instruction (NI) Introduction

Research Questions What type of information literacy instruction will be most effective at increasing Latino students library usage? What type of information literacy instruction will be most effective at increasing Latino students information literacy skills? Is there a statistically significant relationship between the number of connections a student makes to information resources while writing a research paper and the students overall IL skill level? Introduction

Hypotheses H 1 : Targeted information literacy instruction will be more effective at increasing library usage H 2 : Targeted information literacy instruction will be more effective at increasing IL skills H 3 : There is a statistically significant relationship between the number of connections a student makes to information resources while writing a research paper and the students overall IL skill level Introduction

IL and learning theory Academic librarians instructional role increasing, become more effective teachers (Dunaway, 2011, p.677) Academic librarians must incorporate learning theory, design more effective instruction (Grassian & Kaplowitz, 2009, p.31) Academic librarians deliver most ILI through lecture/demonstration, traditional theories technology changed things (Siemens, 2005) Academic librarians require knowledge of how students learn in the digital age, students learning to learn differently (Siemens, 2005) Theoretical Framework

Connectivism Learning theory, how students learn in the 21 st century, useful framework for design ILI (Dunaway, 2011, p.675) Learning is a process of connecting specialized nodes or information sources, form networks (Siemens, 2005) Learning takes place along personal network, library out of student network (Wilkinson in Dunaway, 2011, p.682) Learning similarities between library and web resources, repositions library with students (Dunaway, 2011, p.675) Theoretical Framework

Design Methods

Sample Ninety-two Latino students enrolled in ENG classes on one campus of a multi-campus community college 51 female, 41 male Instrumentation Library Usage Survey AACU IL Rubric (3 raters) Beile IL Skills Test (modified) Citation Analysis Form Methods

Treatments TL lecture demonstration two sessions orientation and lab access, evaluation, ethics TI interactive two sessions group and lab identify need, access, evaluation, effective use, ethics Methods

Methods CAMU Targeted Instructional Model

Research Question 1 & Hypothesis 1 Not supported, no significant difference between TI and TL Overall usage TI significantly different than NI Both methods are effective at increasing usage Results Usage Survey – Overall Usage NMean Targeted Traditional Lecture No instruction Total Citation Analysis – Library Citations NMean Targeted Traditional Lecture No instruction Total

Research Question 2 & Hypothesis 2 Not supported, no difference between TI/TL, TI more effective the NI on IL skills test TL significantly different than NI on rubric score, no differences in Citation Analysis Both methods are effective at increasing overall IL skills Results Gains on Beile IL Skills Test NMean Targeted Traditional Lecture No instruction Total Gains on IL Rubric NMean Targeted Traditional Lecture No instruction Total Gains on Overall Citation Analysis NMean Targeted Traditional Lecture No instruction Total

Research Question 3 & Hypothesis 3 Supported, significant relationship between connections and overall IL skills More connections students made, higher overall IL skills score Advances connectivism principles Results OverallILSkillsTotal Connections Spearman's rhoOverallILSkills Correlation Coefficient Sig. (2-tailed)..000 N92 Total Connections Correlation Coefficient.853 ** Sig. (2-tailed).000. N92

Limitations Sample convenience not representative of all Latinos Small college educational experience additional instruction Instructor influence (library resource requirement, grading criteria) Treatments condensed content class level sustainability Data collection self report influenced generalization limited Discussion

Implications Professional Academic librarians accountability for learning outcomes Effective instructional methods that increase usage and IL skills in Latinos, combination Educational Academic librarians may have better understanding of how students learn IL Effective instructional design important to promote more effective teaching Discussion

Suggestions Future Research Longer duration of interventions Longitudinal study Online instruction Larger sample and sett ing Conclusions Fulfilled purpose of study Collaborative results Influenced student learning outcome Irony Discussion

G:\2012AzLAPresentation\StudentInterviews\AnaTrecaInterview G:\2012AzLAPresentation\StudentInterviews\RaquelSomozaInterview G:\2012AzLAPresentation\StudentInterviews\MarilynGrijalvaInterview G:\2012AzLAPresentation\StudentInterviews\LauraHurtadoInterview Q & A

Gonyea, N.E. (2010). The impact of acculturation on Hispanic students' learning styles. Journal of Hispanic Higher Education, 9 (1): Grassian, E. & Kaplowitz, J. (2009) Information literacy instruction: Theory and Practice. New York: Neal-Schuman Publishers. Long, D. (2011). Latino students perceptions of the academic library. Journal of Academic Librarianship, 37 (6): McKinsey and Company. (2009). The economic impact of the achievement gap in Americas schools. Retrieved from gap-in-americas-schools/. Siemens, G. (2005). Connectivism: A learning theory for the digital age. Retrieved from Solis, J. &. Dabbour, K. S. (2006). Latino students and libraries: A U.S. federal grant project report. New Library World, 107 (1220/1221): Whitmire, E. (2003). Cultural diversity and undergraduates academic library use. Journal of Academic of Librarianship, 29 (3), References