Problem-based learning with library e-resources to enhance student information literacy self-efficacy
| Date | 08 October 2024 |
| Pages | 564-580 |
| DOI | https://doi.org/10.1108/LM-07-2023-0061 |
| Published date | 08 October 2024 |
| Author | Thoriq Tri Prabowo,Jirarat Sitthiworachart,Jon Chao Hong,Mike Joy |
Problem-based learning with
library e-resources to enhance
student information literacy
self-efficacy
Thoriq Tri Prabowo and Jirarat Sitthiworachart
School of Industrial Education and Technology,
King Mongkut’s Institute of Technology Ladkrabang, Bangkok, Thailand
Jon Chao Hong
Department of Industrial Education, National Taiwan Normal University,
Taipei, Taiwan, and
Mike Joy
Department of Computer Science, University of Warwick, Coventry, UK
Abstract
Purpose –This study investigates the effectiveness of problem-based learning (PBL) in information literacy
curricula using library e-resources to enhance information literacy self-efficacy (ILSE) of students in two
universities in Indonesia, in Java Island (University A) and Sumatra Island (University B).
Design/methodology/approach –A comparison of the effectiveness of the approach in the two universities
forms the focus of the study, which has adopted a single group quasi-experimental design which was
conducted in one online teaching-learning session. The authors compared the pre-test and post-test scores of
65 library and information science (LIS) students from both universities.
Findings –The results show that the treatment enhanced ILSE effectively. After the treatment, University A
students performed better than those at University B.
Research limitations/implications –The factors which affected the success of PBL using library
e-resources have not been identified in this study, a task for a future qualitative research study.
Practical implications –This study will both inspire the use of library e-resources in learning activities and
promote ILSE.
Originality/value –Integrating PBL with library e-resources provides opportunity to identify the
advantages of library e-resources in supporting student ILSE, resulting a better learning achievement.
Keywords Problem-based learning, Library e-resources, Information literacy, Self-efficacy,
Information literacy self-efficacy, Indonesian universities
Paper type Research paper
Introduction
Most learners today tend to be frequent users of both computers and the Internet to seek the
information related to their academic activities (Chuang et al., 2015), and Google has become
one of the primary search tools (Swanson and Green, 2011), especially for students. Usually,
they use it to solve their academic problems (Falagas et al., 2009), however searching for
information in Google (or any search engine) needs a good strategy (Olfert and Arnold, 2012).
Not all information contained in Google is authoritative (Flaherty, 2016), and the students
have to master the skills in how to use it effectively (Olfert and Arnold, 2012). In line with this,
developing information literacy (IL) skills is an integral part of the curriculum which
LM
45,8/9
564
This work was supported by King Mongkut’s Institute of Technology Ladkrabang, Thailand, Grant No.
KDS 2022/029.
Conflict of interest: The authors declare that they have no conflict of interest.
The current issue and full text archive of this journal is available on Emerald Insight at:
https://www.emerald.com/insight/0143-5124.htm
Received 12 July 2023
Revised 24 January 2024
Accepted 30 January 2024
Library Management
Vol. 45 No. 8/9, 2024
pp. 564-580
© Emerald Publishing Limited
0143-5124
DOI 10.1108/LM-07-2023-0061
promotes successful study (Stri
cevi
c and Rubini
c, 2022), and information seeking is one of
the most important skills (Uslu and Durak, 2022). There are three types of online academic
help seeking, namely: (1) information searching (e.g. searching for information on Google or
relevant websites), (2) formal queries (e.g. emailing teachers to request help) and (3) informal
queries (e.g. making online requests to peers) (Cheng et al., 2013;Fan and Lin, 2023). The
students who prefer information searching rather than formal or informal queries are
generally more confident in using the Internet and applying applications, and they are also
more confident in using the Internet to learn (Fan and Lin, 2023). This suggests that students
with high confidence in their information searching skills will learn effectively. Students who
received IL training in the class have higher IL skills and are more confident in using library
sources (Zhao et al., 2023). The problem-based learning (PBL) environment of the classroom
can offer cues and opportunities for students to engage and develop their IL skills. By
structuring learning activities around real-world problems that require students to locate,
evaluate and use information from a variety of sources, PBL can create an environment that
promotes the development of students’ information literacy self-efficacy (ILSE) (see Figures 1
and 2).
However, few studies have investigated what the role of library e-resources is in PBL, and
the present study seeks to explore this area. Numerous studies have explored the impact of
PBL on developing students’ learning achievements, and problem-solving and critical
thinking skills (Aslan, 2021;Hursen, 2021;Seibert, 2021), but few have considered the specific
role of library e-resources in the PBL process. Library e-resources have been built differently
to other web search engines, and have an explicit goal of providing elaborately selected high-
quality resources to ensure they are relevant to the users’ needs (Fu et al., 2021). Some online
databases (for example Web of Science, Scopus, etc.) that are subscribed to by a library
contain selected information. They have a good reputation in the academic environment
(Nicholas et al., 2017), and that is why they are used by many scholars and researchers. Most
online electronic library resources are the trusted sources of academic information
(Ramadhan et al., 2022), but most library users do not know how to use them (Hong and
Thi, 2012). However, students in this era are “digital natives”, they easily learn information
and digital literacy (Ng, 2012). By exploring the potential of library e-resources to facilitate
PBL, this study has the potential to inform pedagogical practices and curricula development
in higher education. Chen and Chen (2010) summarized library e-resources’ roles in PBL, and
argued that a combination of PBL and library e-resources was associated with constructivist
learning. Constructivist learning focuses on the process through which people acquire
knowledge, and emphasizes discussions, learning environments and active explorations.
Figure 1.
Variables observed
Library
Management
565
Get this document and AI-powered insights with a free trial of vLex and Vincent AI
Get Started for FreeStart Your Free Trial of vLex and Vincent AI, Your Precision-Engineered Legal Assistant
-
Access comprehensive legal content with no limitations across vLex's unparalleled global legal database
-
Build stronger arguments with verified citations and CERT citator that tracks case history and precedential strength
-
Transform your legal research from hours to minutes with Vincent AI's intelligent search and analysis capabilities
-
Elevate your practice by focusing your expertise where it matters most while Vincent handles the heavy lifting
Start Your Free Trial of vLex and Vincent AI, Your Precision-Engineered Legal Assistant
-
Access comprehensive legal content with no limitations across vLex's unparalleled global legal database
-
Build stronger arguments with verified citations and CERT citator that tracks case history and precedential strength
-
Transform your legal research from hours to minutes with Vincent AI's intelligent search and analysis capabilities
-
Elevate your practice by focusing your expertise where it matters most while Vincent handles the heavy lifting
Start Your Free Trial of vLex and Vincent AI, Your Precision-Engineered Legal Assistant
-
Access comprehensive legal content with no limitations across vLex's unparalleled global legal database
-
Build stronger arguments with verified citations and CERT citator that tracks case history and precedential strength
-
Transform your legal research from hours to minutes with Vincent AI's intelligent search and analysis capabilities
-
Elevate your practice by focusing your expertise where it matters most while Vincent handles the heavy lifting
Start Your Free Trial of vLex and Vincent AI, Your Precision-Engineered Legal Assistant
-
Access comprehensive legal content with no limitations across vLex's unparalleled global legal database
-
Build stronger arguments with verified citations and CERT citator that tracks case history and precedential strength
-
Transform your legal research from hours to minutes with Vincent AI's intelligent search and analysis capabilities
-
Elevate your practice by focusing your expertise where it matters most while Vincent handles the heavy lifting
Start Your Free Trial of vLex and Vincent AI, Your Precision-Engineered Legal Assistant
-
Access comprehensive legal content with no limitations across vLex's unparalleled global legal database
-
Build stronger arguments with verified citations and CERT citator that tracks case history and precedential strength
-
Transform your legal research from hours to minutes with Vincent AI's intelligent search and analysis capabilities
-
Elevate your practice by focusing your expertise where it matters most while Vincent handles the heavy lifting