Embedding information literacy skills in the psychology curriculum: supporting students in their transition to independent researchers

Bohan, J., Friel, N. and Szymanek, L. (2015) Embedding information literacy skills in the psychology curriculum: supporting students in their transition to independent researchers. Psychology Teaching Review, 21(2), pp. 81-85.

Abstract

Here we report on a new initiative which supported first-year psychology undergraduates in developing their information literacy skills. These skills were taught in a small-group tutorial setting with tutor guidance and peer-support activities. We measured student’s Autonomous Learning and Academic Self-Efficacy before and after the teaching activities, and found a significant increase over time. Focus group responses appeared to attribute these changes directly to the learning activities. Results support the conclusion that students readily develop autonomous learning skills and increased self-efficacy that are transferable to other assignments if skills development are embedded with subject learning activities.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Bohan, Dr Jason and Friel, Dr Niamh and Szymanek, Dr Larissa
• Authors: Bohan, J., Friel, N., and Szymanek, L.
• Subjects: B Philosophy. Psychology. Religion > BF Psychology
• College/School: College of Science and Engineering > School of Psychology; College of Social Sciences > School of Education
• Journal Name: Psychology Teaching Review
• Publisher: The British Psychological Society
• ISSN: 0965-948X
• ISSN (Online): 0965-948X
• Copyright Holders: Copyright © 2015 British Psychological Society
• First Published: First published in Hydrobiologia 2016
• Publisher Policy: Reproduced in accordance with the copyright policy of the publisher