Information literacy at a distance: instructional design issues

Dewald, Nancy H.; Scholz‐Crane, Ann; Booth, Austin; Levine, Cynthia R.

doi:10.1016/s0099-1333(99)00121-4

Cited by 94 publications

(64 citation statements)

References 12 publications

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“…Adult learners are actively engaged in synthesizing new learning with prior knowledge through respectful debate with classmates in the discussion forum (Clawson, Deen, & Oxley, 2002;Dewald, Scholz-Crane, Booth, & Levine, 2000). Instruction librarians foster the application of learning through discussion assignments requiring analysis and problem-solving (Clawson et al, 2002;"Constructivism," 2001;Dewald et al, 2000).…”

Section: Discussion Forumsmentioning

confidence: 99%

Online Discussion in a Hybrid Information Literacy Credit Course

Jacobs

2017

Educ. Lib.

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This article discusses how an instruction librarian created an online learning community of adult learners in a hybrid, credit-bearing information literacy course. The Blackboard course management system was utilized for weekly course discussion on ethical issues involving the use of information to promote student engagement in the critical evaluation of information, collaboration with members of the online learning community, and construction of new learning through the synthesis of course curriculum with prior learning. SSCI 3005In 1995, the CSU inaugurated the system-wide Information Competence Initiative to encourage the collaboration of teaching faculty and instruction librarians in the integration of information literacy skills into the learning outcomes of all academic courses (Curzon, 2000;Rockman, 2003;Roth, 1999). An annual competitive grant process results in an average grant of $5,000 to be used for faculty training, librarian release time, curriculum development, and the creation of credit courses, tutorials, and assessments (Curzon, 2000;Rockman, 2003;Roth, 1999).A partnership between the University Library and the Social Science department resulted in a successful collaboration in which instruction librarians teach SSCI 3005, a semester-long information literacy credit course open to any adult learner and required for all Social Science majors at CSU Stanislaus. Within SSCI 3005, students survey a wide range of research resources including article databases, print and online reference sources, statistical information, government documents, Internet search engines, and Web sites. Students learn to structure searches to enhance the relevance and precision of results, critically evaluate information, and utilize correct citation format to document sources. Stockton

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Section: Discussion Forumsmentioning

confidence: 99%

Online Discussion in a Hybrid Information Literacy Credit Course

Jacobs

2017

Educ. Lib.

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“…This approach, while valuable in face-to-face courses, cannot be used for online instruction, which requires prior planning. Library instruction in an online program or course, therefore, should be structured and designed following the identification of learners' existing skills as well as target skills as required in a program or course (Dewald, Scholz-Crane & Booth, 2000;Higgins, 2010;Koneru, 2010;Macklin, 2003;Veldof, 2003).…”

Section: Library Support For Online Learnersmentioning

confidence: 99%

Considering Information Literacy Skills and Needs: Designing Library Instruction for the Online Learner

Kumar¹,

Ochoa²,

Edwards³

2012

Comminfolit

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This paper reports on a library instruction needs assessment conducted with incoming doctoral students (n=34) in two online programs in education. The differences in the prior skills and experiences of the two groups highlighted the importance of needs assessments and learner analyses as well as course-or program-specific instructional design in information literacy instruction for online students. Based on students' reported skills, education librarians structured both the content and format of instruction to help students succeed in their programs and build lifelong skills. 91[ARTICLE]

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“…As Dewald et al point out: 'interactivity in online education makes the difference between an information source and a learning experience' (Dewald et al, 2000). If a web-based instruction tool does not have interactive elements that invite students to think about the content they are reading or listening to, the learning effect is suboptimal; such a passive learning method appeals to people who prefer text-based learning styles, because the content looks like an online book that can be read from the screen.…”

Section: Factors Influencing Learning In Information Literacymentioning

confidence: 99%

How Serious Do We Need to Be? Improving Information Literacy Skills through Gaming and Interactive Elements

Meegen¹,

Limpens²

2010

LIBER

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Catching the attention of highly technologically and visually oriented students is a challenge for libraries. The number of students entering the universities is increasing and a face-to-face learning setting is an impossible mission for the few available subject librarians. This paper demonstrates how effective the use of serious game or other web-based interactive elements can be for teaching information literacy. By means of quasi-experimental research the impact that the game Saving Asia on students' learning is analysed and compared to a web-based online tutorial of the Vrije Universiteit Amsterdam (Free University of Amsterdam). This research demonstrated that the game needs to be improved if it is to fit into the regular curriculum of the university, but interactive elements definitely improve learning results.

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Information literacy at a distance: instructional design issues

Cited by 94 publications

References 12 publications

Online Discussion in a Hybrid Information Literacy Credit Course

Online Discussion in a Hybrid Information Literacy Credit Course

Considering Information Literacy Skills and Needs: Designing Library Instruction for the Online Learner

How Serious Do We Need to Be? Improving Information Literacy Skills through Gaming and Interactive Elements

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