Improving student assessments of elections: The use of information literacy and a course-embedded librarian

in Learning and Teaching
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  • 1 Tulane University pbooke@tulane.edu
  • 2 Hope College wiebe@hope.edu
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Abstract

The study of U.S. elections as a part of introductory political science courses has become an increasingly difficult endeavour as students encounter the ever-changing landscape of electoral politics. Instructors seeking to equip students with the skills needed to navigate this complex terrain may look for partnerships with library faculty and staff as a means of bridging the research gap faced by students in these courses. This article examines the efficacy of a course-embedded librarian and information literacy training as a means of increasing student research confidence and competence. The findings of our quasi-experiment suggest that students participating in a course with an embedded librarian, information literacy training and an assignment based on the training session reported higher levels of research confidence and demonstrated the use and understanding of selected information literacy skills and concepts.

Contributor Notes

Paula Booke, Ph.D. is Associate Director at the Center for Academic Equity at Tulane University, Louisiana, U.S.A. She was previously an Assistant Professor in the Department of Political Science at Hope College, Michigan, U.S.A. Her research interests are identity politics including religion and politics, race and politics, political psychology, mass media and politics, qualitative/interpretative methods and pedagogy. E-mail: pbooke@tulane.edu

Todd J. Wiebe, MLIS is Head of Research and Instruction, Librarian with rank of Associate Professor at the Van Wylen Library, Hope College, Michigan, U.S.A. His academic and professional interests include information literacy education, information-seeking behaviour and the needs of undergraduate students, and academic library research and information services to the social sciences. E-mail: wiebe@hope.edu

Learning and Teaching

The International Journal of Higher Education in the Social Sciences

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