The Mobile Information Literacy (MIL) tool is a user-friendly literacy app to help university students hone their information literacy skills through mobile technology

Sanderson, Nicole

Schmidt Hanbidge, Alice

Tin, Tony

Athabasca University Library Institutional Repository

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This will give you a good idea of what it will look like in print. If you are laying out a large poster and using half-scale dimensions, be sure to preview your graphics at 200% to see them at their final printed size. Please note that graphics from websites (such as the logo on your hospital's or university's home page) will only be 72dpi and not suitable for printing.  [This sidebar area does not print.] Change Color Theme: This template is designed to use the built-in color themes in the newer versions of PowerPoint. To change the color theme, select the Design tab, then select the Colors drop-down list.          The default color theme for this template is “Office”, so you can always return to that after trying some of the alternatives. Printing Your Poster: Once your poster file is ready, visit www.genigraphics.com to order a high-quality, affordable poster print. Every order receives a free design review and we can delivery as fast as next business day within the US and Canada.  Genigraphics® has been producing output from PowerPoint® longer than anyone in the industry; dating back to when we helped Microsoft® design the PowerPoint software.   US and Canada:  1-800-790-4001 International: +(1) 913-441-1410 Email: info@genigraphics.com  [This sidebar area does not print.] Mobile Learning Innovation in  Information Literacy Skills Training Alice Schmidt Hanbidge, PhD; Nicole Sanderson, PhD; Tony Tin  Renison University College, affiliated with University of Waterloo, Ontario, CANADA Alice Schmidt Hanbidge, M.S.W., PhD., R.S.W. School of Social Work, Renison University College,  Affiliated with the University of Waterloo 240 Westmount Rd N | Waterloo, ON  CANADA |519.884.4404 ext. 28682 Email: ashanbidge@uwaterloo.ca Website: uwaterloo.ca/renison Contact 1. Association of College and Research Libraries (2000). Information Literacy Competency Standards for Higher education, Information literacy defined. Retrieved from http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm  2. Ally, M. (2005). Multimedia information design for mobile devices.  In, M. Pagani (Ed.). Encyclopedia of Multimedia Technology and Networking. Idea Group Inc. Hershey, PA. 3. DaCosta, J.W. (2010). Is There an Information Literacy Skills Gap to Be Bridged? An Examination of Faculty Perceptions and Activities Relating to Information Literacy in the United States and England. College & Research Libraries, pp. 203-222. 4. Kim, B. (2013). The Library Mobile Experience: Practices and User Expectations. (Vol. 49, No. 6). American Library Association. 5. Yarmey, K. (2011). Student information literacy in the mobile environment. Educause Quarterly, 34(1), n1.  References The Mobile Information Literacy (MIL) tool is a user-friendly literacy app to help university students hone their information literacy skills through mobile technology.   Academic literature emphasized the value of teaching information literacy skills, clearly linked with critical thinking skills, as part of a comprehensive university education (Kim, 2013). Undergraduate students often lack the valuable information literacy skills that faculty want them to have (DaCosta, 2010).  The project supports the design and development of the MIL Tool and explored the best strategies for delivering and accessing learning content on mobile devices. Testing of the tool determined the effectiveness of using mobile technology to enhance students’ information literacy skills. Information literacy eLearning lessons are designed to demonstrate how to locate, evaluate, and use information effectively.   Project Overview Average Participant Use of MIL Tool:  7:59 Minutes        Methodology Most Frequently Accessed Lessons MIL Tool Modules Gaps in participants’ information literacy knowledge lead us to emphasize that information literacy be an explicit part of the core content in classroom curriculum.  The prototype MIL tool requires some technological and content enhancements, such as short videos and new exercises to enhance usability.  Discussion Outcomes of this project contribute significantly to the emerging field of m-learning. Inclusion of information literacy in undergraduate curricula often remains an aspiration rather than a fully realized ideal and this project addresses one way to incorporate information literacy into higher education classes.   The MIL project aims to fill this gap in the research while supporting m-learning pedagogy at  the higher education level and promote mobile learning among undergraduate students, the community and beyond. Student Feedback Mixed method (quantitative and qualitative) non-experimental approach, including both pre-and post- literacy tests and student questionnaires.  Student participants majoring in social work, psychology and  social development studies volunteered to test the MIL Tool (n = 99). Results 92% 75% 8% 25% 18-25 years 26-30 yearsFemaleMaleFigure 4. Information Literacy Knowledge Pre-Post Test Scores   Figure 1. Age & Gender Figure 2. Type of Phones 55% 16% 22% 2% 3% 2% Google ResearchDatabasesPrimo Refworks E-books OtherFigure 3. Accessing Search Databases MIL Tool Website & Samples Figure 5. MIL Tool - QR Code URL: http://beam.to/renmil Lessons Quiz Website Conclusion Positive experience with the info literacy lessons and the use of mobile technology: • “short lessons but to the point.” • “easy to use.” • “creative – different test/quiz styles.”  Liked the flexibility/availability of any time learning: • “very convenient.” • “learn on my own time, anywhere.” • “able to review from time to time.” • “I can access and learn on Wi-Fi on campus and on the bus.”  Lessons  Response Percent  Locate: Lesson 1: An Introduction to Primo Central  60.2% Locate: Lesson 2: The Basics: How to Search 44% Locate: Lesson 3: Finding Articles 78.3% (3) Locate: Lesson 4: Finding Peer Reviewed Journals 82.3% (1) Evaluate: Lesson 5: Evaluating Information Sources 73.3% (4) Evaluate: Lesson 6: Peer Review Process 60% Evaluate: Lesson 7: Popular Vs. Scholarly Resources 73.2% (5) Use: Lesson 8: Using the Web for Resources 67.9% Use: Lesson 9: RefWorks 61.3% Use: Lesson 10: When to Cite Your Articles 79.3% (2) Use: Lesson 11: Types of Written Articles 64.1% Use: Lesson 12: How to Approach Assignments 68.2% Use: Lesson 13: What is a Paragraph? 56.8%    Number N Increase N Decrease N Maintain Total Study Participants 67 37 55.2% 19 28.4% 11 16.4% 100% Comparison Group  32 16 50%   4  12.5% 12  37.5% 100% •  71.6% of students who received information via their smartphones maintained or increased their test scores for the ability to locate, use and evaluate information. • 28.4% of students’ information literacy knowledge decreased from beginning to the end of the semester. • 75% of online students increased or maintained the level of information literacy during the semester.  October 2-4, 2015   New Orleans, LA 

Mobile Learning Innovation in Information Literacy Skills Training

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Mobile Learning Innovation in Information Literacy Skills Training

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