Information Literacy Development at a Distance: Embedded or Reality?
JLISIDL Volume 6, Number 3, ISSN 1533-290X
A small library using two full time equivalent (FTE) professional staff integrated into the Moodle environment of over 40 postgraduate distance courses with the potential to reach over 1,800 students and getting results. How? This is not embedding as many would think of it, with the librarian an active teacher throughout the entire length of the course. Through the use of reusable learning objects, and by working collaboratively with academic staff to place authentic information literacy development tasks at the point of need in the online environment, a small team has been able to make considerable in-roads into the postgraduate programs of the entire College in a short space of time. This paper outlines the model used, and how the librarians are using evaluation of outcomes to support evidence based library and information practice. (Contains 4 figures.)
Chisholm, E. & Lamond, H.M. (2012). Information Literacy Development at a Distance: Embedded or Reality?. Journal of Library & Information Services In Distance Learning, 6(3), 224-234.
Cited ByView References & Citations Map
Point-of-Need Research Instruction in the LMS: Best Practices for Providing Information Literacy Performance Support to Online Graduate Students
Kim Read, Concordia University, United States
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1291–1296
Engaging learner support: An investigation of faculty-library collaboration to provide live course-specific learner support within the online classroom environment
Journal of Open, Flexible, and Distance Learning Vol. 18, No. 1 (Aug 14, 2014) pp. 46–57
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