Teaching and Learning Information Synthesis: An Intervention and Rubric Based Assessment
The purpose of this research was to determine how information synthesis skills can be taught effectively, and to discover how the level of synthesis in student writing can be effectively measured. The intervention was an information synthesis lesson that broke down the synthesis process into sequenc...
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Communications in Information Literacy
2015-01-01
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doaj-6ddb72d0fbb64b6994ca973e48340e962020-11-25T01:23:36ZengCommunications in Information LiteracyCommunications in Information Literacy1933-59542015-01-0191608210.15760/comminfolit.2015.9.1.176Teaching and Learning Information Synthesis: An Intervention and Rubric Based AssessmentKacy Lundstrom0Anne R. Diekema1Heather Leary2Sheri Haderlie3Wendy Holliday4Utath State UniversityUtah State UniversityUniversity of Colorado BoulderUtah State UniversityNorthern Arizona UniversityThe purpose of this research was to determine how information synthesis skills can be taught effectively, and to discover how the level of synthesis in student writing can be effectively measured. The intervention was an information synthesis lesson that broke down the synthesis process into sequenced tasks. Researchers created a rubric which they used to assess a student's level of information synthesis demonstrated in their final research essays. A form of counting analysis was also created to see if other methods could help in measuring synthesis. Findings from the rubric analysis revealed that students appear to benefit from the synthesis lesson. The level of synthesis, however, remains low overall. In addition, the study also showed that the different measures of synthesis established were able to identify different levels of information integration. Discovering effective ways to measure and teach synthesis continues to be essential in helping students become information literate.http://archives.pdx.edu/ds/psu/22380information synthesis; assessment; rubrics; library instruction |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Kacy Lundstrom Anne R. Diekema Heather Leary Sheri Haderlie Wendy Holliday |
spellingShingle |
Kacy Lundstrom Anne R. Diekema Heather Leary Sheri Haderlie Wendy Holliday Teaching and Learning Information Synthesis: An Intervention and Rubric Based Assessment Communications in Information Literacy information synthesis; assessment; rubrics; library instruction |
author_facet |
Kacy Lundstrom Anne R. Diekema Heather Leary Sheri Haderlie Wendy Holliday |
author_sort |
Kacy Lundstrom |
title |
Teaching and Learning Information Synthesis: An Intervention and Rubric Based Assessment |
title_short |
Teaching and Learning Information Synthesis: An Intervention and Rubric Based Assessment |
title_full |
Teaching and Learning Information Synthesis: An Intervention and Rubric Based Assessment |
title_fullStr |
Teaching and Learning Information Synthesis: An Intervention and Rubric Based Assessment |
title_full_unstemmed |
Teaching and Learning Information Synthesis: An Intervention and Rubric Based Assessment |
title_sort |
teaching and learning information synthesis: an intervention and rubric based assessment |
publisher |
Communications in Information Literacy |
series |
Communications in Information Literacy |
issn |
1933-5954 |
publishDate |
2015-01-01 |
description |
The purpose of this research was to determine how information synthesis skills can be taught effectively, and to discover how the level of synthesis in student writing can be effectively measured. The intervention was an information synthesis lesson that broke down the synthesis process into sequenced tasks. Researchers created a rubric which they used to assess a student's level of information synthesis demonstrated in their final research essays. A form of counting analysis was also created to see if other methods could help in measuring synthesis. Findings from the rubric analysis revealed that students appear to benefit from the synthesis lesson. The level of synthesis, however, remains low overall. In addition, the study also showed that the different measures of synthesis established were able to identify different levels of information integration. Discovering effective ways to measure and teach synthesis continues to be essential in helping students become information literate. |
topic |
information synthesis; assessment; rubrics; library instruction |
url |
http://archives.pdx.edu/ds/psu/22380 |
work_keys_str_mv |
AT kacylundstrom teachingandlearninginformationsynthesisaninterventionandrubricbasedassessment AT annerdiekema teachingandlearninginformationsynthesisaninterventionandrubricbasedassessment AT heatherleary teachingandlearninginformationsynthesisaninterventionandrubricbasedassessment AT sherihaderlie teachingandlearninginformationsynthesisaninterventionandrubricbasedassessment AT wendyholliday teachingandlearninginformationsynthesisaninterventionandrubricbasedassessment |
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