scholarly journals Creation of an Online Library Instruction Course for Faculty

2021 ◽  
Vol 7 ◽  
pp. 1-25
Author(s):  
Diane Zerr ◽  
Tasha Maddison
Keyword(s):  
Blended Learning ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Online Course ◽  
Online Information ◽  
Learning Program ◽  
New Faculty ◽  
Course Content ◽  
Literacy Course ◽  
Online Library

Librarians at Saskatchewan Polytechnic developed an online information literacy course, created through interdepartmental collaboration, to be completed by new faculty as part of the Adult Teaching and Learning program. Changes to the academic model coupled with mandatory assessment of program development necessitated a major revision of the introductory course, transitioning to a blended learning methodology. As part of this revision, librarians were asked to create an online course to replace some of the content that was formerly offered in face-to-face sessions. Librarians began with the creation of an instructional plan using Bloom’s Taxonomy, learning outcomes, learning steps, and assessments to create an interactive introduction to research and writing. After implementation, the librarians assessed the blended learning approach. The online course content was adjusted and it continues to be reviewed and revised based on participant feedback. The overall process for the development of this online course can be used as an example to guide other librarians’ online delivery of information literacy creating authentic learning experiences.

scholarly journals Why One-shot Information Literacy Sessions Are Not the Future of Instruction: A Case for Online Credit Courses

2012 ◽  
Vol 73 (4) ◽  
pp. 366-377 ◽  
Author(s):  
Yvonne Mery ◽  
Jill Newby ◽  
Ke Peng
Keyword(s):  
Information Literacy ◽  
Literacy Instruction ◽  
Test Scores ◽  
Online Course ◽  
Online Information ◽  
Information Literacy Instruction ◽  
Comprehensive Information ◽  
Post Test ◽  
Literacy Course ◽  
Types Of Instruction

This paper reports on a research project that examined the test scores of students who took part in an online information literacy course. Researchers analyzed the pre- and post-test scores of students who received different types of instruction including a traditional one-shot library session and an online course. Results show that students who participated in the online course demonstrated significant improvement in their test scores compared to the other students. This study shows freshman students’ needs for more comprehensive information literacy instruction. It also shows that information literacy instruction can be effective when delivered online.

scholarly journals Embedded Librarianship and Blended Learning

2021 ◽  
pp. 425-435
Author(s):  
Rebecca van Beem ◽  
Peter Becker
Keyword(s):  
Applied Sciences ◽  
Blended Learning ◽  
Information Literacy ◽  
Complete Information ◽  
University Of Applied Sciences ◽  
Literacy Training ◽  
Study Programs ◽  
Long Time ◽  
Literacy Course ◽  
Wide Experience

The library of the Rotterdam University of Applied Sciences has wide experience in providing different kinds of training in information literacy. For a long time the formats for these trainings were mostly standalone library instructions and online training. However, slowly over the last few years a shift towards workshops that are integrated into courses of various study programs has taken place. The reason for this transition is in line with the philosophy of embedded librarianship. Embedded information literacy training should be more successful than standalone instructions, but what other factors influence its success and how to increase its effectiveness even further? The library of the Rotterdam University has examined this question by not only embedding a complete information literacy course into the curriculum, but also by selecting blended learning as an innovative educational model for it.

Building Relationships in an International Blended Learning Program

2010 ◽  
pp. 329-341 ◽  
Author(s):  
Ravisha Mathur ◽  
Lisa Oliver
Keyword(s):  
Instructional Technology ◽  
Blended Learning ◽  
Cultural Context ◽  
Central American ◽  
Learning Program ◽  
Building Relationships ◽  
American University ◽  
Course Content ◽  
The North ◽  
Central American Country

Several challenges that were encountered in establishing a joint international Masters program in Instructional Technology in a Central American country were explored. These challenges involved aspects of program development, delivering effective course content, using appropriate learning strategies, operating in a cross-cultural context, and working in an organization that had limited technological capacities. The foundation for working with these challenges involved establishing strong, mutually beneficial relationships with the Central American country, the Central American University (CAU), and the students. In addition, the overriding theme in developing this blended learning program was to allow for capacity-building since one goal for creating this program was so that the North American University (NAU) would build the program and relationships to the point that the CAU would be able to take over and manage the Instructional Technology program on its own.

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