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The treatment group showed no overall advantage, yet findings support targeted refinement of pre-session learning materials and can guide homework models such as flipped classroom approaches.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/volume-9-issue-2-evaluating-a-pre-session-homework-exercise-in-a-standalone-information-literacy-class/598799/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/volume-9-issue-2-evaluating-a-pre-session-homework-exercise-in-a-standalone-information-literacy-class/598799.png","ImageObject",300,407,{"name":42,"@type":43},"awa","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the main purpose of the study?","Question",{"text":63,"@type":64},"To evaluate the impact of a pre-session homework exercise on student learning in a standalone information literacy session, compared with in-class instruction alone.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were students assessed in the study?",{"text":68,"@type":64},"Researchers administered pretests and posttests within a single library session and used a performance task to assess skill application in an authentic database search scenario.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the results of the homework intervention?",{"text":72,"@type":64},"The treatment group did not demonstrate better thesaurus skills than students who received regular library instruction alone, but the results suggested directions for improving pre-session learning materials.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598799,1792208620,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Volume 9, Issue 2, 2015 [ARTICLE]  \nEVALUATING A PRE-SESSION HOMEWORK EXERCISE IN A STANDALONE INFORMATION LITERACY CLASS  \nJoseph E. Goetz Rice University  \nCatherine R. Barber  \nUniversity of St. Thomas, Houston  \nIn this study, researchers evaluate a homework exercise assigned before a standalone information literacy session. Students in a Master of Education program completed a worksheet using the ERIC database thesaurus. The researchers conducted pre- and posttests within a single library session to assess student learning, using a control group for comparison. The treatment group did not demonstrate better thesaurus skills than students who had regular library instruction alone, but results pointed the way to targeted improvements of pre-session learning materials. This approach could inform other information literacy homework applications such as flipping the classroom.  \nGoetz & Barber, Evaluating a Pre-Session Exercise Communications in Information Literacy 9(2), 2015  \nINTRODUCTION  \nLibrarians teaching standalone “one-shot”instruction sessions may feel forced to choose among full content coverage, student practice, and assessment. Extending student learning time by assigning activities outside of class can lessen the constraints of that dilemma. But demonstrating the value of those learning activities can present instructional librarians with an additional challenge. In the traditional one-shot format, course instructors expect students to develop their skills independently after a self-contained library session. How should librarians make the case for assigning an activity before the session?  \nThe argument to expand single-session information literacy instruction should rely on evidence of student learning. This article describes the evaluation of a pre-session homework activity’s impact on student learning compared with in-class instruction alone using pretest and posttest assessments administered within the standalone class. In keeping with its traditional one-shot context, this article does not assume that librarian instructors can reliably appropriate time outside the session to conduct assessments. The researchers—the information literacy librarian and the educational research program director—sought to answer this and other constraints with a site-specific approach to assessment. They found that despite limiting conditions, valid assessment data can point the way to iterative improvement of instructional practices and student learning.  \nLITERATURE REVIEW  \nIn this study, assessments were used to  \nevaluate the impact on student learning of completing a pre-session exercise, assigned as independent homework, in addition to insession instruction on database search skills and strategy. Given the approach and institutional context, the researchers saw the following constraints as imperative:  \n􀁸 The librarian would retain control over the administration and collection of assessment materials, including an in-class pretest and posttest.  \n􀁸 The assessment would compare the effects of pre-session homework on the treatment group versus the control group.  \n􀁸 Treatment and control groups would be established based on pre-existing course sections rather than individual random assignment.  \n􀁸 A posttest performance task would assess students’ skill application in an authentic database search scenario.  \nAs with the authors of previous studies (Bryan & Karshmer, 2013; Hufford, 2010), the researchers had trouble finding cases in the information literacy instruction literature that fully applied to their own situation. In response, the researchers analyzed the literature for the ways librarians and their collaborators responded to methodological constraints: namely, the timing of pre- and posttests, the ethics and composition of control groups, and the use of performance assessments in information literacy. Overall, methodological strategy provided a useful framework for applying the arguments and lessons of previous re","cbCaigQxqa0tWPhG","https://ap.wps.com/l/cbCaigQxqa0tWPhG","pdf",501136,"English","# Introduction\n# Literature Review\n## Pretest and Posttest Timing","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"To evaluate the impact of a pre-session homework exercise on student learning in a standalone information literacy session, compared with in-class instruction alone.\"},{\"question\":\"How were students assessed in the study?\",\"answer\":\"Researchers administered pretests and posttests within a single library session and used a performance task to assess skill application in an authentic database search scenario.\"},{\"question\":\"What were the results of the homework intervention?\",\"answer\":\"The treatment group did not demonstrate better thesaurus skills than students who received regular library instruction alone, but the results suggested directions for improving pre-session learning materials.\"}]","Volume 9 - Issue 2 - Evaluating a Pre-Session HomeWork Exercise in a Standalone Information Literacy Class | PDF",1792087620,25]