A longitudinal study on information-seeking knowledge in psychology undergraduates: Exploring the role of information literacy instruction and working memory capacity
Author(s) / Creator(s)
Rosman, Tom
Mayer, Anne-Kathrin
Krampen, Günter
Abstract / Description
No longitudinal studies on whether the acquisition information literacy requires formal instruction or whether it just develops “naturally” have yet been published. Moreover, no studies exist on individual and situational factors moderating the long-term development of information literacy. For these reasons, a three-semester long, four-wave longitudinal study on information-seeking knowledge (a major aspect of information literacy) was conducted with 137 psychology undergraduates (first wave). With regard to situational factors, curriculum-embedded information literacy instruction was contrasted with library instruction. Concerning individual factors, the role of working memory capacity was explored on cognitive load theory grounds. Data were analyzed through multi-level modeling. Results revealed a linear increase in information-seeking knowledge across the four waves, which remained significant when controlling for the effects of information literacy instruction. Curriculum-embedded instruction seemed more effective than library instruction. Working memory capacity moderated the development of information-seeking knowledge: Students with a high working memory capacity had steeper learning curves than those with lower working memory capacity. Results were robust when controlling for additional individual factors known to have an impact on knowledge development, namely fluid intelligence, epistemic beliefs, and domain-specific self-efficacy beliefs. We conclude that instruction plays a key role in information literacy development, especially when it is embedded into the respective curriculum. Moreover, reducing cognitive load is crucial for the acquisition of information-seeking knowledge. Efforts should therefore be made to enhance the usability of information search tools and to provide well-structured online tutorials and instructional modules, for example by using authentic, real-world learning tasks.
Keyword(s)
media in education post-secondary education teaching/learning strategies human-computer interfacePersistent Identifier
Date of first publication
2019-03-19
Journal title
Computers & Education
Volume
96
Page numbers
94-108
Publisher
Elsevier
Publication status
acceptedVersion
Review status
peerReviewed
Is version of
Citation
Rosman, T., Mayer, A.-K., & Krampen, G. (2019). A longitudinal study on information-seeking knowledge in psychology undergraduates: Exploring the role of information literacy instruction and working memory capacity. Elsevier. https://doi.org/10.23668/psycharchives.2379
-
Rosman_Mayer_Krampen_2016_Longitudinal_Information_Seeking_Knowledge_CAE.pdfAdobe PDF - 490.95KBMD5: 701cccdd1fd55187d7f96d8e22933d45Description: Post-Print
-
There are no other versions of this object.
-
Author(s) / Creator(s)Rosman, Tom
-
Author(s) / Creator(s)Mayer, Anne-Kathrin
-
Author(s) / Creator(s)Krampen, Günter
-
PsychArchives acquisition timestamp2019-03-19T13:56:41Z
-
Made available on2019-03-19T13:56:41Z
-
Date of first publication2019-03-19
-
Abstract / DescriptionNo longitudinal studies on whether the acquisition information literacy requires formal instruction or whether it just develops “naturally” have yet been published. Moreover, no studies exist on individual and situational factors moderating the long-term development of information literacy. For these reasons, a three-semester long, four-wave longitudinal study on information-seeking knowledge (a major aspect of information literacy) was conducted with 137 psychology undergraduates (first wave). With regard to situational factors, curriculum-embedded information literacy instruction was contrasted with library instruction. Concerning individual factors, the role of working memory capacity was explored on cognitive load theory grounds. Data were analyzed through multi-level modeling. Results revealed a linear increase in information-seeking knowledge across the four waves, which remained significant when controlling for the effects of information literacy instruction. Curriculum-embedded instruction seemed more effective than library instruction. Working memory capacity moderated the development of information-seeking knowledge: Students with a high working memory capacity had steeper learning curves than those with lower working memory capacity. Results were robust when controlling for additional individual factors known to have an impact on knowledge development, namely fluid intelligence, epistemic beliefs, and domain-specific self-efficacy beliefs. We conclude that instruction plays a key role in information literacy development, especially when it is embedded into the respective curriculum. Moreover, reducing cognitive load is crucial for the acquisition of information-seeking knowledge. Efforts should therefore be made to enhance the usability of information search tools and to provide well-structured online tutorials and instructional modules, for example by using authentic, real-world learning tasks.en_US
-
Publication statusacceptedVersion
-
Review statuspeerReviewed
-
CitationRosman, T., Mayer, A.-K., & Krampen, G. (2019). A longitudinal study on information-seeking knowledge in psychology undergraduates: Exploring the role of information literacy instruction and working memory capacity. Elsevier. https://doi.org/10.23668/psycharchives.2379en
-
ISSN0360-1315
-
Persistent Identifierhttps://hdl.handle.net/20.500.12034/2011
-
Persistent Identifierhttps://doi.org/10.23668/psycharchives.2379
-
Language of contentengen_US
-
PublisherElsevieren_US
-
Is version ofhttps://doi.org/10.1016/j.compedu.2016.02.011
-
Is related tohttps://doi.org/10.5160/psychdata.mrae15ent24
-
Keyword(s)media in educationen_US
-
Keyword(s)post-secondary educationen_US
-
Keyword(s)teaching/learning strategiesen_US
-
Keyword(s)human-computer interfaceen_US
-
Dewey Decimal Classification number(s)150
-
TitleA longitudinal study on information-seeking knowledge in psychology undergraduates: Exploring the role of information literacy instruction and working memory capacityen_US
-
DRO typearticleen_US
-
Leibniz institute name(s) / abbreviation(s)ZPID
-
Journal titleComputers & Education
-
Page numbers94-108
-
Volume96
-
Visible tag(s)Accepted Manuscript