Teaching Information Literacy: A Case Study of the Ripple Effect in Teamwork

Christiane Schroeter, Lindsey Higgins, Hannah Hank and Caitlin Stevenson

Applied Economics Teaching Resources (AETR), 2020, vol. 2, issue 2

Abstract: The purpose of this study is twofold: (a) describe a teaching case study with college students at a large U.S. university, and (b) highlight how the ripple effect enhances students’ level of information literacy. An “information-literate” student recognizes the need for information and is able to locate, evaluate, and effectively use the needed information. We define the ripple effect as the knowledge acquisition through peer communication among members within a small student group. While interpersonal skills are of increasing importance in the workplace, formal incorporation of information literacy in undergraduate agricultural programs is still developing. Thus, it might be of advantage to rely on constructs of social support and active learning. Employers seek individuals with critical thinking skills and the ability to work and collaborate in teams. As a rapidly increasing portion of entry-level jobs in the agricultural industry are replaced with automation, it has become more important that undergraduate agricultural majors enter the workforce with a competitive edge and employable skills. Results suggest the ripple effect in teamwork aids to enhance the students’ knowledge of agribusiness information literacy concepts.

Keywords: Teaching/Communication/Extension/Profession (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:ags:aaeatr:302620

DOI: 10.22004/ag.econ.302620

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