One Size Doesn’t Fit All – Effectiveness and Subjective Evaluations of Adaptable Information Literacy Instruction

  • Anne-Kathrin Mayer
  • Johannes Peter
  • Nikolas Leichner
  • Günter Krampen
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 552)


The paper examines whether effects of an adaptable information literacy instruction program are associated with (a) adherence to the recommendations of online learning contents derived from a test of prior knowledge and (b) subjective evaluations of the program. An adaptable blended learning training for German psychology students was evaluated in a study with a pretest-posttest design. N = 64 advanced students completed two tests of scholarly information literacy, an information literacy self-efficacy scale, and an evaluation questionnaire. Participants who worked on more online materials than recommended based on their pretest performance did not differ in their gain scores from participants who exactly followed the recommendations. However, both groups outperformed participants who omitted recommended materials. According to subjective evaluations, the latter participants constitute a “risk group” with low subjective acceptance of online teaching which might need additional support during online learning or alternative forms of instruction.


Information literacy Blended-learning Adaptability Learning-on-demand Psychology 


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Copyright information

© Springer International Publishing Switzerland 2015

Open Access This chapter is distributed under the terms of the Creative Commons Attribution Noncommercial License, which permits any noncommercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited.

Authors and Affiliations

  • Anne-Kathrin Mayer
    • 1
  • Johannes Peter
    • 1
  • Nikolas Leichner
    • 1
  • Günter Krampen
    • 1
    • 2
  1. 1.ZPID - Leibniz Institute for Psychology InformationTrierGermany
  2. 2.University of TrierTrierGermany

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