I’m now collecting data with a pre–test which measures students’ levels of IL and their interest in becoming information literate people, before IL-instruction from the library. Yesterday I introduced this survey to a class with 220 new psychology students, explaining what it measures, why it’s important that they contribute, and telling about the prize that they can win if they participate!
I’ve also sent info and a link to the survey to all teaching librarians here at UiT, and to library directors and/or librarians at all other Norwegian colleges and universities! I’ve made some contacts here and there over the years, so I hope that helps. And most of all, I hope that students answer the survey, so I have some data to work with. No data, no PhD…
It takes a lot of work and logistics to carry out a survey like this. I must admit, I’m somewhat envious of PhD-students who don’t have to collect their own data! Many just receive a data-set from a researcher who hasn’t had time to analyze some aspect of it. They save potentially a year or more of their research time! Nearly half of the PhD-students in my statistics class had their data served to them in this manner. I think that this is quite common in medicine and psychology.
It’s not just collecting the data that takes time in the beginning stages, it’s also the development of the measuring tools, of course. I started developing the survey in February, and finished now in August. Survey items must be developed based on theory, all items must be piloted, and those results must be analyzed using several statistical analyses, before the final selection of survey items can be made (and later defended).
Besides the survey, I’ll also be using 2 other measurement tools, but these measures have been developed by others, and I’ll only make slight changes before I use them. I’ll write more about these in another blog-post.
On another note – one of my supervisors, Torstein Låg, together with colleague Rannveig Grøm Sæle, has just published a research article called: “Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis”. https://doi.org/10.1177/2332858419870489 Congratulations Torstein and Rannveig! Good work! 🙂