13 April 2010

LILAC2010: How to Interpret Research on Information Literacy and Library Instruction

How to Interpret Research on Information Literacy and Library Instruction
Lorie Kloda, McGill
Alison Brettle, Univ. of Salford
Assoc. Editors: Evidence Based Library and Information Practice (Open Access)

Evaluating and interpreting research
Five steps:
Having a question you want answered
Find evidence to answer it
Evaluate or appraise that research
Decide: it applicable? Apply it.
Assess the process.

Critical appraisal as reliability (the research does what it is supposed to do); validity (how close to reality it is); applicability (can I transfer/apply this in my setting).
Develop checklists or standardized guide so that every time you are judging articles with the same criteria. Some are pre-exisiting: reliant is one that assess research on information skills instruction. Focuses on study desing; educational context; results; relevance.

Giving us an article to read an article, use the tool to discuss, talk about the experience of using the checklist. What is one positive thing they could have done to improve the article? Flaws and limitations of the research but also offer constructive feedback.


A great guideline for reading but more so for writing articles and conducting studies.

Interesting that the groups don’t agree and that the abstract and introduction don’t align.

Not know what they were teaching too but we know what they asked.
The Results were spread throughout the results and discussion sections.
No limitations or caveats presented. Such an important part of articles.

Critical doesn’t always mean negative, it just means thinking critically.

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