Using Clickers to Increase Information Literacy Outcomes in the Classroom

UNCP Author/Contributor (non-UNCP co-authors, if there are any, appear on document)
Mr. Michael Alewine, Outreach/Distance Education Librarian (Creator)
Anthony Holderied, Instructional Services/Reference Librarian (Creator)
The University of North Carolina at Pembroke (UNCP )
Web Site:

Abstract: Commonly referred to as CRS (classroom response systems), clickers are innovative, interactive tools that have become increasingly popular on university campuses in the last five years. Many different CRS products are available, but the concept underlying all of them is the same: students use hand-held clickers, similar to a television remote control, to respond to multiple choice or polling questions that the instructor posts as part of a daily lecture. The responses are gathered by a central receiver, tallied, and immediately projected back for all to see.In this study, there are two major assumptions in regard to student engagement: 1) Clickers provide a mechanism for students to participate anonymously and 2) Clickers integrate a "game approach" that may engage students more than traditional class discussionTwo main questions are to be answered: Does the use of clickers increase student engagement and can the use of clickers increase information literacy learning outcomes?

Additional Information

Library Instruction at the Point of Need Conference
Language: English
Date: 2010
Clickers, Information Literacy, Student Engagement, Active Learning, Experimental Designs, Classroom Response Systems, Pedagogical Changes, Mary Livermore Library, UNC Pembroke

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