Information Literacy and Reflective Learning. An action-research experience at the University of Parma

Abstract

Information literacy is a “catalyst” that can empower students’ learning and is therefore becoming an important focus of academic libraries. Action research is being increasingly adopted in the field of LIS, due to its characteristics of bringing together enquiry, practice and reflection.\n \nThis dissertation describes a piece of action research carried out at the University of Parma. A homogeneous group of 25 students are offered an Information Literacy activity grounded on the principles of reflective learning. Students’ experience of the information seeking and research process is investigated before, during and after the learning activity. The experience of action research itself is evaluated from the point of view of the teaching librarian, with the goal of reflecting on the research process as well as on the findings.\n\nTwo parallel cycles of action research are developed, with different investigating techniques: focus groups, analysis of students’ tasks, observation and individual interviews are adopted to analyse students’ learning and the variations occurred in their experience, while reflective journal and peer observation are related to the analysis of researcher’s experience of action research. \n\nThe outcomes defined for the learning activity have been attained by most participating students, who have started to perceive information seeking and bibliographic research as recursive processes requiring reflective thinking skills. Among positive changes occurred in students’ experience, there is an awareness of their own personal development, a feeling of empowerment and a sense of independence. The learning activity itself has been positively evaluated both by students and by peer observers. \n\nAction research revealed to be a valuable, even if highly demanding approach, suitable for librarians aiming to connect their teaching activity to educational research and to improve their own practice through reflection. It appeared also an effective way to promote change in Information Literacy activities in an academic context.