Learn Where You Live: Delivering Information Literacy Instruction in a Distributed Learning Environment

Abstract

Distributed learning is becoming an increasingly common method of further education in postsecondary institutions and programs across Canada and internationally. Academic libraries are not immune to this trend, and many are reviewing and revising their teaching methodology. All learners require information literacy instruction that is relevant, engaging, and embedded in curriculum; in a distributed learning environment, however, the design and delivery of that instruction may need to be adapted to respond to the challenges of instruction to distributed learners. Through a literature review of distributed learning models in academic libraries and consultation with faculty and librarians at the University of Saskatchewan, this research will assist in determining distributed learning models and instructional design best suited for the provision of information literacy instruction within this environment.

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

“…A pesar de esta diversidad, se han identificado una serie de factores de éxito en el desarrollo de tutoriales en línea de CI y se ha podido inferir su importancia en base a su frecuencia de aparición en la literatura científica, tal y como se aprecia en la sección de resultados. No obstante, como señala Maddison (2013), no existe una solución del tipo "one size fits all" que se ajuste a todos los contextos, por lo que será necesario hacer un diagnóstico y análisis de cada situación concreta para valorar estos factores, ya que hay que tener en cuenta que en el desarrollo de un tutorial de CI pueden intervenir muchos condicionantes, como el presupuesto con que se cuente, las características de los alumnos a los que van dirigidos, si la formación está integrada o no en un curso académico o si tienen carácter obligatorio o voluntario.…”

Meeting Students Where They Are: Just in Time Embedded Delivery of Information and Digital Literacy Skills

“…However, the literature shows that this is not necessarily the case. The benefits of meeting students where they are cannot be underestimated (Maddison 2013) and a systematic review comparing blended, online and face-to-face information literacy instruction has indicated no difference between face-to-face and online instruction using a pre and post testing methodology (Weightman, Farnell, Morris, Strange, & Hallam, 2017).…”

“…Farrell & Badke (2015) call this 'situated learning' and say that academics are key to integrating IL into the curriculum as they understand the information related behaviours key to their particular discipline. This is especially important for students who are learning online or in blended environments, or unable to attend face to face information literacy classes for other reasons (Maddison 2013). Situating information and digital literacy content in the LMS with context provided by the lecturer or subject coordinator provides an authentic and engaging learning environment.…”

“…This combined with the reality of the students' need or desire to learn anywhere/anytime, requires that we are targeted in our approach to integrating information and digital literacy skills into the curriculum, to reach as many students as we can at every campus, as well as distance and online only students (Maddison 2013).Course or subject material, resources and other supports, therefore, must be available or indicated at point of need. Our content must engage students where they are when they need it.…”

“…Providing a recording of a lecture in the online space may be the easy option if a subject is taught both on campus and online, but this is an isolating and disengaging experience for online only students (Stone, 2017). Wherever possible we should be providing support which is embedded into the curriculum at the right time and place, that is, when students most need to utilise their information and digital literacy skills such as when they are finding information to complete assessment tasks (Maddison 2013, Stone & O'Shea, 2019.…”