Browsing by Author "Miree, Cynthia E."

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    Business information literacy teaching at different academic levels: An exploration of skills and implications for instructional design
    (Journal of Information Literacy, 2012) Hristova, Mariela; Miree, Cynthia E.
    This study investigates the difference among students' discipline-specific information literacy (IL) skills by studying first-year and final-year undergraduate business students. An online IL tutorial was designed and delivered to both student groups with a two-fold goal. First, the researchers wanted to compare students' IL skills to test the faculty's assumptions that business students who are about to graduate have already acquired the requisite IL despite the lack of mandatory business-specific IL sessions. The findings suggest that first-year and final-year business students are not significantly different in their performance and that both groups received a significant positive impact as a result of taking the same IL tutorial online. Second, the study analyses how well the online IL tutorial, with its focus on combining instructional videos with active learning exercises, performs in delivering content related to different elements of IL, as defined by the Association of College and Research Libraries (ACRL 2010). The findings indicate that the online IL tutorial is more effective for some skills than for others, suggesting that it will be beneficial to explore different instructional designs in collaboration with the departmental faculty to improve the current IL tutorial in these areas. This study adds to research on the effectiveness of online tutorials and raises questions related to their design. The findings can inform librarians' decisions on how to design online learning targeting students from different academic levels.
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    Caught in the web: The impact of library instruction on business students' perceptions and use of print and online resources
    (ACRL Publications, 2003-01) Lombardo, Shawn V.; Miree, Cynthia E.
    Many business students rely heavily on the Web for research, in part because of their unfamiliarity with the breadth of their library’s business resources (online and in print). This study sought to determine whether library instruction could impact undergraduate business students’ attitudes and use of three information formats: print materials, library databases, and Web resources. Over the course of a semester, pre-/post-instruction questionnaires were collected from ninety students enrolled in a business capstone course. Results indicate that after library instruction, students held more favorable attitudes toward print resources and used them in their research more than they had initially expected.