A longitudinal study on information-seeking knowledge in psychology undergraduates: Exploring the role of information literacy instruction and working memory capacity

2016/02/28 by Tom Rosman, Anne‐Kathrin Mayer, Anne-Kathrin Mayer +1 · 1 voice
Psychology · #Educational Strategies and Epistemologies #Innovative Teaching and Learning Methods #Visual and Cognitive Learning Processes

paper · doi:10.1016/j.compedu.2016.02.011

openalex publication_date 2016/02/28 · crossref created 2016/02/28 · crossref issued 2016/05/01 · crossref published 2016/05/01 · crossref published-print 2016/05/01 · crossref deposited 2024/06/14 · openalex created_date 2025/10/10 · openalex updated_date 2025/11/06 · crossref indexed 2025/12/12

Citations

• Cognitive Load Theory and Instructional Design: Recent Developments
• Developing the information literacy self‐efficacy scale
• The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning
• The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks: A Latent Variable Analysis
• Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions

Discussions

• As an aside, Rosman et al. (2016) found that trad. library instruction was not as effective as course-embedded info lit instruction anyway. That was ten years ago. Very little has changed. doi.org/10. [bsky, 0 points, 0 comments]