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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
2017
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| Schlagworte: | |
| Online-Zugang: | https://eric.ed.gov/?id=EJ1133690 |
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| _version_ | 1867181228997738496 |
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| author | Johnson, Megan |
| author_facet | Johnson, Megan Johnson, Megan |
| collection | Education Resources Information Center |
| contents | Library Instruction for First Year Students Using a CMS Meta-Course: Scalable and Customizable! Johnson, Megan 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 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. |
| format | Recurso educativo Open Access |
| id | eric_EJ1133690 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2017 |
| record_format | eric |
| spellingShingle | Library Instruction for First Year Students Using a CMS Meta-Course: Scalable and Customizable! Johnson, Megan 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 Library Instruction for First Year Students Using a CMS Meta-Course: Scalable and Customizable! Johnson, Megan 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 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. |
| title | Library Instruction for First Year Students Using a CMS Meta-Course: Scalable and Customizable! |
| topic | 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 |
| url | https://eric.ed.gov/?id=EJ1133690 |