Kay Oddone
I’m excited to share that our new research project, funded by the 2024 ALIA Research Grant Award, valued at $10,000, is officially underway. This grant was awarded to our cross-institutional research team, which includes myself, Dr. Lizzie Tait (University of South Australia), and Tabitha Merrell (Charles Sturt University).
Our project is entitled Voices of Change: Harnessing LIS Student Insights to Transform Information Literacy Education with Gen AI and Universal Design for Learning. It aims to explore innovative approaches to reimagining information literacy education by integrating generative AI technologies and Universal Design for Learning principles.
The rapid evolution of Generative AI (GAI) is reshaping how information is located, evaluated, and used, placing new demands on Library and Information Studies (LIS) students. These students must not only develop advanced information literacy (IL) skills but also consider the ethical implications of GAI tools and learn how to use them effectively in their future professional roles. In response, educators and academic librarians need to rethink and redesign learning experiences to incorporate new approaches to IL education. Despite its urgency, this area has seen limited research attention.
Our research project addresses this gap. It explores how LIS students conceptualize and develop their IL skills during their studies and how GAI impacts their learning needs. The project also investigates how Universal Design for Learning (UDL) principles can support diverse student cohorts and enhance their IL education. Through case studies, the project will evaluate specific pedagogical strategies and curriculum designs that integrate GAI as both a teaching tool and a subject of study.
Phases of the Research
The project involves three phases. In the first phase, data will be collected via an online survey of students enrolled in CSU’s Bachelor and Master of Information Studies and Master of Education: Teacher Librarianship courses. The survey will gather insights into how students perceive IL and its relevance to their academic and professional lives. Participation will be voluntary and anonymous, with students invited to share their contact details if they wish to participate in follow-up focus groups.
The second phase involves online focus groups conducted through Zoom. These sessions, informed by survey findings, will delve deeper into students’ perspectives on IL, the influence of GAI, and their learning needs. Each focus group will be limited to six participants and grouped by course to allow for meaningful comparisons. This interactive format will enable participants to discuss and expand on ideas, offering rich qualitative data for analysis.
In the third phase, findings from the surveys and focus groups will inform case studies that evaluate three CSU library resources: digital literacy modules, information literacy modules for undergraduate students, and embedded librarian support programs. These case studies will assess how UDL strategies enhance student engagement and learning when GAI tools are integrated into educational resources.
Research Questions
The analysis will address four key research questions:
- How do LIS students conceptualize and develop their information literacy within the context of their academic and future professional lives in GLAM (Galleries, Libraries, Archives, and Museums)?
- How does this conceptualization change during the course? What has influenced this development/change?
- How do students perceive the impacts of Generative AI (GAI) on their own information literacy, including new skills they might need, and how do these perceptions influence their feelings of preparedness for the evolving information landscape?
- How effective are specific Universal Design for Learning (UDL) strategies in improving the engagement of Information Studies (IS) students from diverse backgrounds, particularly when Generative AI tools are integrated into their courses?
These questions guide the research in exploring LIS students’ perceptions of IL, their learning experiences, and the potential for GAI and UDL to transform IL education. The outcomes will provide actionable insights for educators and librarians, supporting the development of inclusive and future-focused IL curricula that meet the needs of students and the broader LIS profession.
