Document Type
Article
Publication Date
2015
Volume
76
Issue
7
Journal
College & Research Libraries
First Page
934
URL with Digital Object Identifier
https://doi.org/10.5860/crl.76.7.934
Last Page
958
Abstract
This research examines students in a first-year engineering course who receive library instruction by using a newly developed online module and attending optional in-person tutorials. It aims to evaluate the outcomes of library information literacy instruction using this module combined with in-person help. Results show a significant improvement in information literacy skills from a pre-test to a post-test. Focus group and survey data indicate that most students preferred the self-paced learning style of the online module and that the content of the module helped them to conduct library research for the course. This study also considers best practices for online library instruction. A blended instruction approach provides students with the flexibility to learn from a variety of formats at their own pace and also reduces library staff workload, especially for a large course.
Citation of this paper:
Zhang, Q., Goodman, M., & Xie, S. (2015). Integrating Library Instruction into the Course Management System for a First-Year Engineering Class: An Evidence-Based Study Measuring the Effectiveness of Blended Learning on Students’ Information Literacy Levels. College & Research Libraries, 76(7), 934-958. doi:https://doi.org/10.5860/crl.76.7.934
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Notes
DOI: https://doi.org/10.5860/crl.76.7.934