Does the Method of Instruction Matter? An Experimental Examination of Information Literacy Instruction in the Online, Blended, and Face-to-Face Classrooms

Autor/inn/en	Anderson, Karen; May, Frances A.
Titel	Does the Method of Instruction Matter? An Experimental Examination of Information Literacy Instruction in the Online, Blended, and Face-to-Face Classrooms
Quelle	In: Journal of Academic Librarianship, 36 (2010) 6, S.495-500 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0099-1333
DOI	10.1016/j.acalib.2010.08.005
Schlagwörter	Information Literacy; College Instruction; Electronic Learning; Blended Learning; Conventional Instruction; Retention (Psychology); Information Skills; Instructional Effectiveness; College Students + Suchen Sie Ihr Suchwort? Informationskompetenz; Hochschullehre; Merkfähigkeit; Orientierungswissen; Unterrichtserfolg; Collegestudent
Abstract	The researchers, a librarian and a faculty member, collaborated to investigate the effectiveness of delivery methods in information literacy instruction. The authors conducted a field experiment to explore how face-to-face, online, and blended learning instructional formats influenced students' retention of information literacy skills. Results are discussed in relation to an inclusive model of information literacy. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10