Integrating information literacy into Blackboard

Abstract

This paper describes a creative library orientation program utilizing Blackboard to help beginning nursing students develop information literacy and successfully complete a cultural research paper. Design/methodology/approach-Information literacy components and course specific library resources are integrated seamlessly into NRS 110 Blackboard course. The students attend a one-hour library orientation and continue to receive research assistance from the librarian via Blackboard. Surveys are administered to the students to help evaluate the program's effectiveness. Findings-Results suggest that faculty-librarian collaboration in integrating information literacy and course-specific library resources into Blackboard courses is an effective way to improve library instruction and student learning. Practical implications-Offers a model for incorporating information literacy and course-specific library resources into faculty Blackboard courses. Originality/value-This paper will be of particular value to librarians looking to use LMS such as Blackboard to enhance traditional library instruction.

What is the Best Way to Develop Information Literacy and Academic Skills of First Year Health Science Students? A Systematic Review

“…Integrated strategies were delivered by 14 studies, with the majority using module style interventions (Table 1 and Appendix C). Most commonly, the focus was on information literacy skills (Brettle & Raynor, 2013;Craig & Corrall, 2007;Cranney et al, 2008 (Study 1); Lalor, Clarke, & Sheaf, 2012;Weiner, Pelaez, Chang, & Weiner, 2011;Xiao, 2010), followed by academic skills (Betts et al, 2012;Elander, Pittam, Lusher, Fox, & Payne, 2010;Griffiths & Nicolls, 2010;Wray et al, 2013) and then academic and information literacy skills in combination (Hendricks et al, 2014;Hooley, Morrison, Thomas, & Marrs, 2011;Turnbull, Royal, & Purnell, 2011). Modules were made available to students online, although face-toface delivery was also utilized (Brettle & Raynor, 2013;Craig & Corrall, 2007;Lalor et al, 2012).…”

“…Four non-controlled studies assessed information literacy strategies. One delivered the strategy face-to-face in small groups (Craig & Corrall, 2007) and two were computer based (Lalor et al, 2012;Xiao, 2010), all demonstrating a positive impact on learning based on pre/posttesting. The final study, with a broader focus, combined academic and information literacies in a 10 module strategy and showed student knowledge improved, on average, by 7.6% (Hendricks et al, 2014).…”

Re-visioning library support for undergraduate educational programmes in an academic health sciences library

“…For example, at the University of Montreal, the health library is integrated in the core curriculum for biomedical sciences and participation in its workshops is 'generally mandatory… most assignments are graded and represent 5 or 10% of the course's final mark' (Clairoux et al, 2013, p.203). Although many collaborative partnerships result in multi-year or multi-phase collaborations over the span of an entire degree programme (Craig & Corrall, 2007;Eldredge et al, 2012;Haines & Horrocks, 2006;Leasure et al, 2009;Spring, 2018;Tagge, 2018), the literature trends toward partnerships between librarian and faculty for building IL into a specific assignment (Diaz & Walsh, 2018;Franzen & Bannon, 2016;Innes, 2008;Janke & Rush, 2014;Sin & Bliquez, 2017) or course (Funnell, 2015;Hamilton, 2013;McCulley & Jones, 2014;Muellenbach et al, 2018;Munn & Small, 2017;Xiao, 2010).…”

Factores de éxito en tutoriales en línea de competencias informacionales. Revisión sistemática

“…Otro factor, no identificado en los estudios teóricos, que ha resultado ser exitoso en varios estudios, es el uso de una plataforma educativa como Moodle o Sakai, puesto que tanto los profesores como los alumnos están familiarizados con esas herramientas y ofrecen una gran variedad de posibilidades y utilidades didácticas (Costello y otros, 2004;Lowe y otros, 2014;Xiao, 2010).…”