This study examines the effects of information literacy (IL) on student learning and motivation in university courses. We investigated student course-level learning gains and student perceptions of their learning environments by examining data from over 3,000 students in 102 course sections across seven colleges. Results provide evidence of the following: 1) students who synthesize information and communicate the results tend to perceive higher levels of motivation than students who do so less often; 2) there is a significant positive relationship between synthesizing information and communicating the results and course level learning gains. Our results point to the efficacy of IL being integrated into learning disciplinary course content, as well as the benefit of prioritizing high-order IL activities, such as synthesizing information, over other the aspects of IL, such as searching or formatting citations.
information literacy, assessment
Date of this Version
Flierl, Michael; Bonem, Emily; Maybee, Clarence; and Fundator, Rachel, "Information Literacy Supporting Student Motivation and Performance: Course-level Analyses" (2017). Libraries Faculty and Staff Scholarship and Research. Paper 237.
Author accepted version available in ePubs. The citation to the published version is:
Flierl, M., Bonem, E., Maybee, C., & Fundator, R. (2018). Information literacy supporting student motivation and performance: Course-level analyses. Library and Information Science Research, 40(1), 30-37.