Journal
STUDIES IN HIGHER EDUCATION
Volume 43, Issue 1, Pages 96-113Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/03075079.2016.1156666
Keywords
epistemic beliefs; absolutism; multiplicism; information literacy; instruction
Categories
Funding
- German Joint Initiative for Research and Innovation [SAW-2012-ZPID-6 114, SAW-2013-ZPID-1 195]
Ask authors/readers for more resources
The present article investigates the effects of epistemic beliefs (i.e. beliefs about the nature of knowledge and knowing) on the effectiveness of information literacy instruction (i.e. instruction on how to search for scholarly information in academic settings). We expected psychology students with less sophisticated beliefs (especially multiplicistic students viewing psychological knowledge as inherently subjective) not to recognize the value of differentiated information searches and of the respective instructional courses. In a first intervention study with 67 psychology students, multiplicism was shown to reduce information-seeking skills students gain throughout the intervention. In a second intervention study with 64 psychology students, students with higher multiplicistic beliefs subjectively benefited less from the information searches carried out during instruction (in terms of reduced increases in subjective topic-specific knowledge). In conclusion, we recommend including elements from epistemic belief instruction into information literacy instruction.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available