Joanna M. Burkhardt’s research while affiliated with University of Rhode Island and other places

... Public service staff routinely instructed users in the use of the technologies, often using technology platforms (e.g. a Web-based learning programme) to do so. Libraries which offered instruction saw both a higher use of technology and greater user satisfaction with it (Burkhardt, 1997, p. 193). Tenopir (1998) gathered data from 68 library members of the Association of Research Libraries (ARL) in Canada and the USA (the third survey in a longitudinal study covering 1991, 1994 and 1997). ...

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The use of new technologies in reference and information work: A survey of training needs in China and New Zealand

...  Variants of pre-tests and post-tests  Studies of students' term papers, portfolios and bibliographies  Interviews with (and observations of) students Different variants of pre-tests and post-tests represent a valuable method in order to improve teaching, and reflect the students' IL skills at the time the tests were taken (Portmann and Roush 2004;Gilstrap and Dupree 2008;Ivanitskaya et al. 2008;Hufford 2010;Larsen 2010;Fain 2011), but do not say much about the students' information-searching behaviour in general. The use of pre-tests makes the students aware of what they do not know in advance and, as a consequence, they are better learners during the library's IL sessions. ...

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The impact of library information literacy classes on first year students’ searching behaviour

... The study revealed that undergraduate students of Adeyemi College of Education are fully aware of the concept Information Literacy Skills. In agreement a Student of LIB 120 Fall (2001) as cited by Burkhardt, MacDonald and Rathemacher, (2002) asserted that "Information literacy is a great class where you learn everything about the library, databases, and the internet. ...

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A Survey of Information Literacy Skills among Undergraduates of Adeyemi College of Education, Ondo, Nigeria.

... Other studies indicate that students experiencing conventional instruction outperformed those in online section 10,11 . Still, in other studies, students learning online perform better that those learning conventionally 3,12 . ...

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A Comparison of Conventional Face-to-Face, Online and Hybrid Methods of Course Delivery in the 'English as a Foreign Language' Classroom

... Jones & Hafner (2021) identified some additional skills necessary for students to succeed in the digital learning environment, such as the ability to be able to identify really fast the information needed in the immense amount of data available to keep track of the thinking flow while navigating through various hypertexts and hyperlinks, to connect complex various ideas from diverse backgrounds, to create multimodal content, to manage big social networks, to interact and connect with others in virtual settings, to understand the risks of personal data and to protect from misuse of them by others. The vast amount of information might develop certain information anxiety, i.e., a feeling of being overwhelmed that comes when confronting a large information task (Burkhardt et al., 2010). Our focus is to discuss digital literacy in the context of higher education, for a better understanding of digital literacy and how it affects the way we study, we think, we teach, we connect and interact with others, we are conducting research and we are disseminating the results through writing academic and scientific papers. ...

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New Literacy Instruction Strategies Considering Higher Education Hybridization

... These institutions may address media and information literacy together to get librarians also involved in the field and promote critical thinking skills further. Media literacy should include information literacy to help students gain an inquiry approach while using information resources for personal development (Macdonald and Burkhardt, 1999;cited in Ramnarine-Rieks, 2013:2). ...

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Comparative Analysis of Media Literacy Networks in Europe and in the United States

... Comprehensive information literacy assessment plans that describe assessment results and emphasize improvements made because of learning assessment can demonstrate how the library contributes to student learning. Included in its overall discussion, Creating a Comprehensive Information Literacy Plan (Burkhardt, MacDonald, & Rathemacher, 2005) provides sections where assessment is considered in the context of the planning process. Other externally-focused purposes for assessment plans might include describing synergies with campus-wide assessment efforts and facilitating the reporting of assessment results to stakeholders (Oakleaf & Hinchliffe, 2009). ...

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Relationship of Library Assessment to Student Retention

... Even with the recent development of the Framework, it is important to note the lasting impact of the Information Literacy Competency Standard, particularly to the practice and delivery of information literacy content. For example, there are a number of guides and handbooks directed to students and educators to help with self-paced learning of information literacy content (Bernnard et al., 2014;Burkhardt, MacDonald, & Rathemacher, 2003;Neely, 2005). More common in academic libraries are planned information literacy programs, usually through one-credit classes or participation in first year experience programs that are tailored to institutional learning outcomes and the ACRL standards (Dolničar, Podgornik, & Bartol, 2016;Gullikson, 2006;Mayer & Bowles-Terry, 2013). ...

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Assessing information literacy instruction in interdisciplinary first year project-based courses with STEM students

... 25 The University of Rhode Island Libraries have used a pre-test and post-test method of assessing information literacy skills for years. 26 Numerous other studies describe pre-tests and post-tests used to assess information literacy instruction. 27 There can be other types of objective information literacy assessment beyond the pre-test and post-test model. ...

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The Effect of Information Literacy Training on Graduate Students’ Ability to Use Library Resources

... A collaborative partnership between the Faculty of Education and the Library at the University of Tasmania (UTAS) aims to contextualise information literacy and lifelong learning outcomes within units through constructive alignment (Biggs, 1999) to ensure that they are taught, applied, and developed within unit content, then form part of the summative assessment in unit assessment tasks. This paper outlines the development and implementation of the UTAS Teacher Education Information Literacy (TEIL) Conceptual Framework which represents a strategic approach to the development of information literacy and lifelong learning, through a curriculum design which embeds their development within designated core units across all teacher education course structures (MacDonald, Rathemacher & Burkhardt, 2000). The UTAS TEL Conceptual Framework is important as it proposes a more effective and sustainable model for the development of IL in teacher education. ...

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A Strategic Approach to Curriculum Design for Information Literacy in Teacher Education – Implementing an Information Literacy Conceptual Framework