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Instructional Elements in an Information Literacy E-Book and Their Influence on Learner Outcomes

Sat, April 10, 2:30 to 4:00pm EDT (2:30 to 4:00pm EDT), SIG Sessions, SIG-Instructional Technology Paper and Symposium Sessions


With the explosion of dubious online information sources, developing information literacy knowledge and skills in learners is critical. This research tested the use of an e-book focused on information literacy with specific instructional elements believed to influence outcome measures of learner achievement, learner satisfaction, and information literacy self-efficacy among undergraduate students. N=253 participants were randomly assigned to six different conditions: 1) full version with all instructional elements, 2) lean version without instructional elements, 3) version without tooltip text of key vocabulary terms, 4) version without embedded practice questions with feedback, 5) version without learning objectives, and 6) version without review summaries. While ANOVA results showed no significant differences, there were notable findings and possibilities for future research that are discussed.