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Librarians' Use of Instructional Des...

Wilson, Michael W.

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Librarians' Use of Instructional Design Methods in Creating Information Literacy Instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Librarians' Use of Instructional Design Methods in Creating Information Literacy Instruction./
Author:	Wilson, Michael W.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	142 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
Contained By:	Dissertation Abstracts International78-03A(E).
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10159506
ISBN:	9781369144512

Librarians' Use of Instructional Design Methods in Creating Information Literacy Instruction.
Wilson, Michael W.

Librarians' Use of Instructional Design Methods in Creating Information Literacy Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 142 p.

Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.

Thesis (Ed.D.)--Nova Southeastern University, 2016.

The purpose of this sequential explanatory mixed methods study was to determine whether instruction librarians in the United States and Canada were using instructional design (ID) methods, and to identify potential explanations for their adoption or rejection of those methods. The theory of planned behavior (Ajzen, 1985) served as the theoretical framework for the study. Research questions examined the relationship between respondents' reported use of ID methods and the following factors: (a) behavioral, normative, and control beliefs, (b) demographic factors, and (c) professional identity as teachers.

ISBN: 9781369144512Subjects--Topical Terms:

3172279
Instructional design.

Librarians' Use of Instructional Design Methods in Creating Information Literacy Instruction.
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020 $a 9781369144512
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100 1 $a Wilson, Michael W. $3 3281846
245 1 0 $a Librarians' Use of Instructional Design Methods in Creating Information Literacy Instruction.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 142 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
500 $a Adviser: Marian Gibney.
502 $a Thesis (Ed.D.)--Nova Southeastern University, 2016.
520 $a The purpose of this sequential explanatory mixed methods study was to determine whether instruction librarians in the United States and Canada were using instructional design (ID) methods, and to identify potential explanations for their adoption or rejection of those methods. The theory of planned behavior (Ajzen, 1985) served as the theoretical framework for the study. Research questions examined the relationship between respondents' reported use of ID methods and the following factors: (a) behavioral, normative, and control beliefs, (b) demographic factors, and (c) professional identity as teachers.
520 $a A survey adapted from Ajjan and Hartshorne (2008) and from Julien and Genuis (2011) was distributed to members of the American Library Association's Information Literacy Instruction Discussion List. Quantitative data from 101 subjects were analyzed using ?2 and t tests for independent sample means. Qualitative data from seven volunteers were compared to the quantitative data to identify areas of validation or disconnect.
520 $a Pearson correlations between use scores and behavioral, normative, and control beliefs revealed that control construct scores (r = .59) had the strongest correlation with ID use, followed by behavioral ( r = .56) and normative ( .53) scores. Qualitative data supported the conclusion that there was a strong relationship between ID use and both behavioral and normative scores, but not between ID use and control scores. Chi-square analysis found no relationship between subjects' use of ID methods and the length of time they had worked in libraries (&khgr; 2 = 5.14). A significant relationship was found between ID use and the length of time subjects had taught information literacy (&khgr; 2 = 7.91) and reported type of training in ID (&khgr;2 = 24.59). Subjects who identified primarily as teachers used ID more than those who did not (t = 2.61).
590 $a School code: 1191.
650 4 $a Instructional design. $3 3172279
650 4 $a Library science. $3 539284
690 $a 0447
690 $a 0399
710 2 $a Nova Southeastern University. $b Abraham S Fischler School of Education. $3 3173384
773 0 $t Dissertation Abstracts International $g 78-03A(E).
790 $a 1191
791 $a Ed.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10159506