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Teaching Expert Information Literacy Behaviors through Decision-Based Learning.

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Title: Teaching Expert Information Literacy Behaviors through Decision-Based Learning.
Authors: Pixton, David S.1 dspixton@byu.edu
Source: College & Research Libraries. Nov2023, Vol. 84 Issue 6, p934-953. 20p.
Subject Terms: *Information literacy, *Teaching methods, *Learning modules, *Instructional films, *Engineering students
Abstract: Standards for information literacy challenge institutions to create expert depth of knowledge in students. One potential way to do this is through an instructional method called Decision-Based Learning, which seeks to build conceptual, procedural, and conditional knowledge explicitly. This paper details the results of a multisemester study involving groups of engineering and technology students taught using this method. Students tended to engage with a pre-class learning module based on the new method more fully than the comparable groups of students used pre-class instructional videos. Those taught with the new method also showed significant improvement in their performance in post-tests. [ABSTRACT FROM AUTHOR]
Copyright of College & Research Libraries is the property of American Library Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Teaching Expert Information Literacy Behaviors through Decision-Based Learning.
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  Data: <searchLink fieldCode="JN" term="%22College+%26+Research+Libraries%22">College & Research Libraries</searchLink>. Nov2023, Vol. 84 Issue 6, p934-953. 20p.
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  Data: Standards for information literacy challenge institutions to create expert depth of knowledge in students. One potential way to do this is through an instructional method called Decision-Based Learning, which seeks to build conceptual, procedural, and conditional knowledge explicitly. This paper details the results of a multisemester study involving groups of engineering and technology students taught using this method. Students tended to engage with a pre-class learning module based on the new method more fully than the comparable groups of students used pre-class instructional videos. Those taught with the new method also showed significant improvement in their performance in post-tests. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of College & Research Libraries is the property of American Library Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Learning modules
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      – SubjectFull: Instructional films
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              Text: Nov2023
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