Developing Adaptable Online Information Literacy Modules for a Learning Management System

Abstract

Higher education institutions increasingly utilize learning management systems (LMS) to teach courses and programs in hybrid or online-only formats. Providing information literacy instruction in these emerging digital environments poses challenges to librarians as the delivery of instruction requires familiarity with navigating an LMS and extensive technological skills. Embedded librarianship is one possible solution, but sustaining this approach requires substantial time and effort. During the summer of 2013, a task force of librarians at San José State University (SJSU) met these instructional challenges by developing a suite of online information literacy modules. As a result, all SJSU librarians, in consultation withteaching faculty, can select from a variety of standalone, customizable modules to embed within the campus LMS. This case study showcases the task force's process and initial outcomes, which can serve as a model for librarians encountering similar challenges and making comparable efforts toward embedded librarianship at their institutions.

Creation of an Online Library Instruction Course for Faculty

“…The key to a successful blended learning project is the "purposefully integrated assessment, both formative and summative, into the actual design of the course" (249), thus evaluating student learning. This research is supported by other studies which suggest that built-in assessment plans assist students in self-evaluation and assist course designers in determining instructional effectiveness (Zhang, Goodman, and Xie 2014;Mune et al 2015).…”

Scientific production on mobile information literacy in higher education: a bibliometric analysis (2006–2017)

“…Regarding keywords, we could mention: Baker (2014), Gunn and Miree (2012), Hemmig, Johnstone and Montet (2012), Mune et al (2015), Russell et al (2013), Thornes (2012), Virkus (2006), and Dalal and Lackie (2014), which include 4/5 top keywords (Table 11), and there are 27 documents that include 3/5. Nonetheless, although it seems that the keywords refer to a reality that may appear to be unified, it is important to point out the thematic diversity of the documents analysed.…”

Don't Get Left Behind: Moving Library Instruction Online

“…Using an embedded librarian approach in professional development courses for faculty is one way by which to market library services to distance faculty and gain visibility across campus. Examples of faculty-librarian collaborations abound in the literature for face-to-face classes, and, increasingly, the concept of embedded or blended librarians have shaped how services are offered to online and distance students (Bell & Shank, 2007;Courtney & Wilhoite-Mathews, 2015;Landry-Hyde & Cantwell, 2013;Mune et al, 2015;Tumbleson & Burke, 2010;Easter et al, 2014). Still, marketing these services to faculty, and also teaching faculty how they can be implemented for a virtual classroom setting, can be a challenge.…”