ERIC Number: EJ1133690
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Library Instruction for First Year Students Using a CMS Meta-Course: Scalable and Customizable!
Journal of Library & Information Services In Distance Learning, v11 n1-2 p262-268 2017
This case study reports on the process for creating a self-paced non-credit information literacy (IL) course delivered via a university's course management system. The four online modules are designed to contextualize information literacy competencies within the curriculum taught in First Year Seminar (FYS) courses. The meta-course approach changes the model of delivery of instruction for IL from a traditional face-to-face "one-shot" session to a hybrid model, with the responsibility for content delivery shifting from the librarian to the instructor of the FYS course.
Descriptors: Library Instruction, College Freshmen, First Year Seminars, Case Studies, Integrated Learning Systems, Learning Modules, Information Literacy, Models, Delivery Systems, Blended Learning, Hypothesis Testing, College Libraries, Educational Benefits, Active Learning, Inquiry, Electronic Learning, Instructional Design, Budgets, Marketing, Student Evaluation
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: N/A