Information Literacy Module for Social Work Students at James Cook University
In her article, “Is an online learning module an effective way to develop information literacy skills,” (2009), Nicole Johnson, James Cook University, describes a case study that had all first year social work students complete a required information literacy module that was developed by the library in collaboration with faculty members. The aim of the online module was to give students basic training in information literacy and research skills. The online module introduced students to the following skill sets: developing effective search strategies, citing using APA, using subject specific databases, and evaluating websites. It had an activity based assessment component, and students were asked to provide feedback via Survey Monkey, on the effectiveness of the training.
Online Module Project - University of Southern California - Schools of Journalism and Social Work
Halpern and Tucker, describe an online module project at the University of Southern California, where librarians embedded in the Schools of Social Work and Journalism wanted to create a suite, or toolkit of online learning modules that would help their students acquire information literacy skills: modules that were interactive, modular, and pedagogically sound. These online modules focused on developing search strategies, finding sources, and using sources, and the modules were built around four pedagogical principles:
Principle #1: adult-centered tasks are highly relevant to a problem
Principle #2: adult-centered instruction is problem based
Principle #3: adult-centered instruction acknowledges the learners prior experiences
Principle #4: adult-centered instruction is self-directed
For Halpern and Tucker, the benefits were as follows:
Face-to-Face versus online Information Literacy Instruction for Sociology Undergradates -
In “Online and Face-to-Face Library Instruction: Assessing the Impact on Upper-Level Sociology Undergraduates,” Hess conducted a study that assessed how teaching medium impacted absorption and understanding. In this case, upper level sociology students were asked to complete information literacy training. The students could choose between online or face-to-face delivery. Students could also take advantage of both approaches. Student participants were asked to complete a survey at the end of the training period, and Hess used a variety of statistical measures in order to determine whether there were any significant differences within the two approaches. The content of the module and training session was based on ACRL information literacy standards. Although the author indicates that there were no significant differences in terms of the results, and there was no significant difference in perceptions of learning formats before and after library instruction, those students who used the online modules indicated that they were more likely to turn to the library for their research needs.
Challenges of Online Learning Objects
The following challenges have been outlined by OCULA's Information Brief on Learning Objects
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