Document Type

Post-Print

Publication Date

4-2021

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

© Elizabeth Pickard and Sarah Sterling

Description

This is the author’s version of a work that was accepted for publication in C&RL. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version will be published in published in C&RL in March 2022.

Persistent Identifier

https://archives.pdx.edu/ds/psu/35309

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