Using Content Analysis to Explore the Learning Process in an Embedded Information Literacy Pilot Program

Autor/in	Russo, Alyssa
Titel	Using Content Analysis to Explore the Learning Process in an Embedded Information Literacy Pilot Program
Quelle	In: Community & Junior College Libraries, 22 (2016) 3-4, S.87-101 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-2522
DOI	10.1080/02763915.2017.1385290
Schlagwörter	Learning Processes; Online Courses; Information Literacy; Writing Instruction; Writing (Composition); Community Colleges; Two Year College Students; Educational Technology; Technology Uses in Education; College Libraries; Librarians; Instructional Design; Computer Mediated Communication; Interpersonal Communication; New Mexico + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Online course; Online-Kurs; Informationskompetenz; Schreibunterricht; Schreibübung; Community college; Community College; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; College; Library; Libraries; Hochschule; Fachhochschule; Bibliothek; Universitätsbibliothek; Librarian; Bibliothekar; Bibliothekarin; Lesson concept; Lessonplan; Unterrichtsentwurf; Computerkonferenz; Interpersonale Kommunikation
Abstract	This case study investigates the learning process of students participating in an online information literacy program embedded in English composition classes at a small community college. The pilot program integrated concepts from the Framework for Information Literacy for Higher Education into online learning modules. After the pilot, librarians applied content analysis to the discussion transcriptions to quantitatively analyze cognitive presence in order to assess their pedagogy and better understand student learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01