Using assignment data to analyse a blended information literacy intervention: a quantitative approach

Geoff Walton, Mark Hepworth

    Research output: Contribution to journalArticlepeer-review

    26 Citations (Scopus)
    9 Downloads (Pure)


    This research sought to determine whether a blended information literacy learning and teaching intervention could statistically significantly enhance undergraduates’ information discernment compared to standard face-to-face delivery. A mixture of face-to-face and online activities, including online social media learning, was used. Three interventions were designed to develop the information literacies of first-year undergraduates studying Sport and Exercise at Staffordshire University and focused on one aspect of information literacy: the ability to evaluate source material effectively. An analysis was devised where written evaluations of found information for an assessment were converted into numerical scores and then measured statistically. This helped to evaluate the efficacy of the interventions and provided data for further analysis. An insight into how the information literacy pedagogical intervention and the cognitive processes involved in enabling participants to interact critically with information is provided. The intervention which incorporated social media learning proved to be the most successful learning and teaching approach. The data indicated that undergraduate students’ information literacy can be developed. However, additional long-term data is required to establish whether this intervention would have a lasting impact.
    Original languageEnglish
    Pages (from-to)53-63
    JournalJournal of Librarianship and Information Science
    Issue number1
    Publication statusPublished - Mar 2013


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