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Evaluation of sources: a new sustainable approach

Evaluation of sources: a new sustainable approach Purpose – The purpose of this study was to test a method of teaching information literacy, using the Toulmin method of argumentation, to aid students in developing topics, evaluating sources and creating stronger arguments that avoided “myside” or confirmation bias. Design/methodology/approach – The Toulmin method of argument analysis was tested in two related studies. A quasi-experimental comparison study in six sections of English composition courses was implemented at a small liberal arts college. A traditional one-shot session was compared to a flipped class, incorporating Toulmin argumentation. A Standardized Assessment of Information Literacy Skills (SAILS) test was administered and research papers analyzed using a rubric. A modified version of the Toulmin method, using images, was implemented in a two-unit information literacy course at a state university. Pretest and posttest information literacy test scores and research papers were analyzed. Findings – The first study showed that the experimental group performed better on the rubric scores for research papers when results were adjusted by excluding the one honors section. The survey results from this study showed mixed results for the flipped classroom approach. The second study showed a statistically significant improvement in pretest and posttest scores from the information literacy achievement test and the research paper rubric analysis showed that instructional goals were at least partly met. Research limitations/implications – Further research in incorporating instruction in argument into information literacy instruction is indicated. These studies integrated the Toulmin method successfully but represent fairly unique situations and thus more studies are needed to assess the overall impact of using this method in the context of information literacy instruction. Social implications – This study was implemented with two different population groups and shows how instruction can impact different groups differently and can be adapted to increase its effectiveness. Originality/value – The study highlights the value of collaborative assessment and of inclusion of critical thinking goals in information literacy instruction through instruction in argumentation using textual and visual means. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reference Services Review Emerald Publishing

Evaluation of sources: a new sustainable approach

Radcliff, Sharon; Wong, Elise Y.
Reference Services Review , Volume 43 (2): 20 – Jun 8, 2015
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References (24)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
0090-7324
DOI
10.1108/RSR-09-2014-0041
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this study was to test a method of teaching information literacy, using the Toulmin method of argumentation, to aid students in developing topics, evaluating sources and creating stronger arguments that avoided “myside” or confirmation bias. Design/methodology/approach – The Toulmin method of argument analysis was tested in two related studies. A quasi-experimental comparison study in six sections of English composition courses was implemented at a small liberal arts college. A traditional one-shot session was compared to a flipped class, incorporating Toulmin argumentation. A Standardized Assessment of Information Literacy Skills (SAILS) test was administered and research papers analyzed using a rubric. A modified version of the Toulmin method, using images, was implemented in a two-unit information literacy course at a state university. Pretest and posttest information literacy test scores and research papers were analyzed. Findings – The first study showed that the experimental group performed better on the rubric scores for research papers when results were adjusted by excluding the one honors section. The survey results from this study showed mixed results for the flipped classroom approach. The second study showed a statistically significant improvement in pretest and posttest scores from the information literacy achievement test and the research paper rubric analysis showed that instructional goals were at least partly met. Research limitations/implications – Further research in incorporating instruction in argument into information literacy instruction is indicated. These studies integrated the Toulmin method successfully but represent fairly unique situations and thus more studies are needed to assess the overall impact of using this method in the context of information literacy instruction. Social implications – This study was implemented with two different population groups and shows how instruction can impact different groups differently and can be adapted to increase its effectiveness. Originality/value – The study highlights the value of collaborative assessment and of inclusion of critical thinking goals in information literacy instruction through instruction in argumentation using textual and visual means.

Journal

Reference Services Review – Emerald Publishing

Published: Jun 8, 2015

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