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An Assessment of Information Literacy Curriculum in a Family Science College Course

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Title: An Assessment of Information Literacy Curriculum in a Family Science College Course
Language: English
Authors: C. Rebecca Oldham (ORCID 0000-0001-7402-4804), Ashley Shealy (ORCID 0009-0000-4735-0962), Clay Oldham (ORCID 0009-0005-2434-6115), Tara L. Griffith (ORCID 0009-0004-9850-2531)
Source: Family Science Review. 2025 29(1).
Availability: Family Science Association. 15 Hidden Valley Drive, Newark, DE 19711. Tel: 720-891-3575; e-mail: journal@familyscienceassociation.org; Web site: https://www.familyscienceassociation.org/familysciencereview/
Peer Reviewed: Y
Page Count: 33
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Family and Consumer Sciences, Information Literacy, Self Efficacy, Instructional Effectiveness, Curriculum Development, Online Courses, Blended Learning, College Students, Student Attitudes, Social Discrimination, Poverty, Controversial Issues (Course Content)
ISSN: 1084-0524
2331-6780
Abstract: As misinformation proliferates in social media and news, information literacy skills are increasingly important for family science professionals and scholars. Family science courses' focus on controversial issues may contribute to dispositions and practices that support information literacy. However, it is unclear whether there is any added benefit to incorporating an information literacy-focused curriculum. This study presents the pre-and post-test assessment of a family science course on poverty and discrimination that integrated an information literacy curriculum. Repeated-measures ANOVAs tested whether there were significant increases in information literacy dispositions and practices over the semester and whether students in the treatment groups improved more than the control group. Six-week online summer versions of the course, with and without an information literacy curriculum (n = 8 students in each group), did not see significant changes in related attitudes or practices, possibly due to small sample sizes or ceiling effects. However, students in fifteen-week fall courses--in both online (n = 12) and hybrid (n = 21) formats--reported significant improvements over time, particularly in their self-reported information literacy habits and feelings of self-efficacy, though less so in attitudes. Quadratic effects in the online courses suggested a Dunning-Kruger effect, wherein students overestimated their abilities and initially experienced a decline in self-efficacy and habits before experiencing improvements by the end of the semester. Family science educators are encouraged to work with librarians to develop a pragmatic and practice-oriented curriculum to help students increase their confidence and competence in information literacy.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481372
Database: ERIC
FullText Text:
  Availability: 0
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  Data: An Assessment of Information Literacy Curriculum in a Family Science College Course
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  Data: <searchLink fieldCode="AR" term="%22C%2E+Rebecca+Oldham%22">C. Rebecca Oldham</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7402-4804">0000-0001-7402-4804</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ashley+Shealy%22">Ashley Shealy</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-4735-0962">0009-0000-4735-0962</externalLink>)<br /><searchLink fieldCode="AR" term="%22Clay+Oldham%22">Clay Oldham</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-2434-6115">0009-0005-2434-6115</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tara+L%2E+Griffith%22">Tara L. Griffith</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-9850-2531">0009-0004-9850-2531</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Family+Science+Review%22"><i>Family Science Review</i></searchLink>. 2025 29(1).
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  Data: Family Science Association. 15 Hidden Valley Drive, Newark, DE 19711. Tel: 720-891-3575; e-mail: journal@familyscienceassociation.org; Web site: https://www.familyscienceassociation.org/familysciencereview/
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  Data: 33
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  Data: <searchLink fieldCode="DE" term="%22Family+and+Consumer+Sciences%22">Family and Consumer Sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Literacy%22">Information Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Discrimination%22">Social Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink><br /><searchLink fieldCode="DE" term="%22Controversial+Issues+%28Course+Content%29%22">Controversial Issues (Course Content)</searchLink>
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  Data: 1084-0524<br />2331-6780
– Name: Abstract
  Label: Abstract
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  Data: As misinformation proliferates in social media and news, information literacy skills are increasingly important for family science professionals and scholars. Family science courses' focus on controversial issues may contribute to dispositions and practices that support information literacy. However, it is unclear whether there is any added benefit to incorporating an information literacy-focused curriculum. This study presents the pre-and post-test assessment of a family science course on poverty and discrimination that integrated an information literacy curriculum. Repeated-measures ANOVAs tested whether there were significant increases in information literacy dispositions and practices over the semester and whether students in the treatment groups improved more than the control group. Six-week online summer versions of the course, with and without an information literacy curriculum (n = 8 students in each group), did not see significant changes in related attitudes or practices, possibly due to small sample sizes or ceiling effects. However, students in fifteen-week fall courses--in both online (n = 12) and hybrid (n = 21) formats--reported significant improvements over time, particularly in their self-reported information literacy habits and feelings of self-efficacy, though less so in attitudes. Quadratic effects in the online courses suggested a Dunning-Kruger effect, wherein students overestimated their abilities and initially experienced a decline in self-efficacy and habits before experiencing improvements by the end of the semester. Family science educators are encouraged to work with librarians to develop a pragmatic and practice-oriented curriculum to help students increase their confidence and competence in information literacy.
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  Data: EJ1481372
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1481372
RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 33
    Subjects:
      – SubjectFull: Family and Consumer Sciences
        Type: general
      – SubjectFull: Information Literacy
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Social Discrimination
        Type: general
      – SubjectFull: Poverty
        Type: general
      – SubjectFull: Controversial Issues (Course Content)
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      – TitleFull: An Assessment of Information Literacy Curriculum in a Family Science College Course
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