Published In
College & Research Libraries
Document Type
Article
Publication Date
3-2022
Subjects
Information literacy, Academic libraries, Critical thinking
Abstract
Which modes of information literacy instruction (ILI) work best in asynchronous online courses? Recent national trends and COVID-19 have made it critical to answer this question, but there is little research comparing different modes of ILI specifically in asynchronous contexts. This multi-year study employed 5 different modes of ILI in different sections of an asynchronous online anthropology course and compared the modes' effects on students' coursework. Ethnographic analysis of students' bibliographies revealed nuanced changes to students' approaches to searching and source-selection. These findings can inform librarians' development of ILI curricula and pedagogy for the unique circumstances asynchronous instruction presents.
Rights
© 2022 Elizabeth Pickard and Sarah Sterling
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Locate the Document
DOI
10.5860/crl.83.2.184
Persistent Identifier
https://archives.pdx.edu/ds/psu/35309
Citation Details
Pickard, E., & Sterling, S. (2022). Information Literacy Instruction in Asynchronous Online Courses: Which Approaches Work Best?. College & Research Libraries, 83(2), 184. doi: https://doi.org/10.5860/crl.83.2.184
Postprint version