Online active-learning: information literacy instruction for graduate students

Abstract

Purpose The purpose of this paper is to describe the challenges of teaching information literacy online to graduate students and evaluate software that supports using active learning techniques. Design/methodology/approach This conceptual paper analyzes different software tools and their functionality to aid in active learning, as well as describes elements of online teaching that facilitate active learning for information literacy. Findings Although software serves as the delivery tool, there is not one standalone product that provides all the needed aids to conduct active learning. Many other digital tools are needed in addition to the tutorial software to create active learning activities. Practical implications This paper provides activities and ideas to incorporate into the online information literacy session that contain active learning elements. Originality/value Although there is a wealth of literature about active learning of information literacy, very little surrounds teaching it online to graduate students. This paper focuses on this specific element of teaching information literacy through active learning methods in an online environment to graduate students.

Medical and health informatics services during and after the COVID‐19 pandemic should be virtual, tailored, responsive and interactive: a case study in Belgium

“…To ensure the acquisition of information literacy skills, training consists not only of instruction but also entails practice (Parramore, 2019). Activated learning through remote exercises is more challenging to organise.…”

“…an exercise, a vote, a question & answer session). Such activities will positively affect the active involvement of participants (Parramore, 2019). Students may also be more likely to follow this kind of sessions, which could have a positive impact on the attendance rate of extracurricular sessions.…”

Information Literacy Instruction in Asynchronous Online Courses: Which Approaches Work Best?

“…"[M]erely including them into an online-environment does not qualify it as completely active learning." 21 She suggests that online ILI needs to be delivered to students in keeping with the thinking of Anastasia Misseyanni 22 and Lorayne Robertson 23 in Active Learning Strategies in Higher Education, such that the ILI "engages the student with meaningful learning activities and allows a metacognitive process to take place where students become active contributors to the class." 24 Robertson emphasizes metacognition as "a critical skill that enables students to assess their own learning and also critically assess sources of information," 25 which harkens back to Dewey's project-based learning.…”

“…Summarize the three hypotheses proposed by the authors to explain why complex societies arose in Mesoamerica (hint: for a general discussion of social complexity, see Toby Evans, pp. [19][20][21][22][23][24][25][26][27][28]. How do the authors use the concept of "nuclear areas" in examining social complexity in Mesoamerica?…”

Effects of ASQE-based learning on the information literacy, problem-solving and critical thinking of students with different growth mindsets

“…Avcı and Ergün (2019) pointed out that IL skills are significant for students who learn course content only through online means, and that information-literate students are better able to navigate and communicate in the online learning environment. In addition, Parramore (2019) indicated that most online courses on IL are designed to focus on watching a video or demonstration of database instruction, with little opportunity for students to practice or reflect. Some researchers have indicated that without appropriate strategies for online learning, students’ learning outcomes in online environments may be similar to their conventional learning outcomes and may not show any improvement; some students may even fail to achieve their learning goals because of the lack of guidance and assistance (Lin et al , 2019a).…”