Linking Information Literacy, Experiential Learning, and Student Characteristics: Pedagogical Possibilities in Business Education

By Devasagayam, Raj; Johns-Masten, Kathryn et al. | Academy of Educational Leadership Journal, October 1, 2012 | Go to article overview

Linking Information Literacy, Experiential Learning, and Student Characteristics: Pedagogical Possibilities in Business Education


Devasagayam, Raj, Johns-Masten, Kathryn, McCollum, Joseph, Academy of Educational Leadership Journal


ABSTRACT

This study expands on previous research and provides preliminary results on student perception of the value of using experiential learning exercises as pedagogical tools to enhance information literacy in business education. It contributes to our understanding of the student-point-of-view regarding learning outcomes achieved through the use of such pedagogical strategy. In addition, it contributes to our extant knowledge concerning measuring the effectiveness of information literacy in teaching-learning endeavors and if the perceived usefulness of such pedagogical techniques results in higher student learning, engagement, and satisfaction. Findings indicate an increase in many factors that enhances information literacy and student learning. The main results of our study relate to areas of student awareness and ability to check the validity information sources, ensuring that the information indeed relates to the research questions being examined, and ascertaining the reputation of the source of information. Additionally, using an experiential learning exercise improved the ability of the students to engage in pedagogical endeavors. This paper concludes by underscoring the implications of our study on attainment of learning outcomes achieved through the use of innovative pedagogical techniques from an institutional point-of-view, employer expectations, and faculty expectation from teaching-learning endeavors.

INTRODUCTION

The goal of teachers and scholars engaged in any institution of higher education is to train future business leaders and managers who are capable of making decisions based on knowledge which is learned and developed in our classrooms. To learn how to make enlightened decisions one must actually gain experience in decision-making. Experiential exercises that demand rigorous engagement and involvement on the part of students are found to be an invaluable pedagogical tool in underscoring and achieving learning objectives related to decision making in a dynamic "real-life" environment. While no definitive generalizable findings can be provided for all experiential learning exercises, research reported by dozens of scholars over a period spanning several decades (Dewey, 1938; Lewin, 1951; Piaget, 1952; Kolb, 1984; Kolb and Kolb, 2005; Alie, 2008) suggests that experiential learning, in general, does exhibit external validity and educational value.

Reporting on information literacy, The Washington Post (2008) quotes findings from a National Endowment for the Arts report that indicates that there has been a 14% decline in readership among 13 year olds, just about 33% of them report reading on a daily basis. U.S. Bureau of Labor Statistics study reported on time spent reading for personal interest that showed individuals age 75 and over averaged 1.0 hour of reading per weekend day. Conversely, individuals ages 15 to 19 read for an average of 5 minutes per weekend day. The average attention span hovers around 9 minutes! Based on the document, The Alexandria Proclamation of 2005, which labels information literacy as a basic human right in the digital world that empowers humans to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals, UNESCO has recently taken first steps in measuring and tracking indicators of Information literacy at a global level (UNESCO, 2005).

This research builds on past research in the area of experiential learning and provides preliminary results on student perception of the value of using experiential learning exercises in business courses to promote information literacy. It contributes to our understanding of the student-point-of-view regarding learning outcomes achieved through the use of such exercises in gaining information literacy to meet the learning goals of a business course. In addition, it contributes to our extant knowledge concerning measuring the effectiveness of experiential exercises in teaching-learning endeavors involving information literacy. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Linking Information Literacy, Experiential Learning, and Student Characteristics: Pedagogical Possibilities in Business Education
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.