Weaving Information Literacy Instruction into the Fabric of Your e-Learning Program

Chapter
Part of the Educational Communications and Technology: Issues and Innovations book series (ECTII)

Abstract

e-Learning leaders can promote student success and increase retention by enriching the educational experience of their students and their instructors with a robust library presence in their programs in four ways. First, the e-learning leader should encourage teamwork amongst the librarians, the instructional designers, and the subject-matter teaching faculty. Second, the e-learning leader should support the design and development of self-instructional, online library tutorials. Third, the e-learning leader should encourage the enhancement of instruction in information literacy through virtual reference (VR) via sophisticated collaborations that provide 24/7 service or more limited, but less expensive stand-alone, in-house chat services. Fourth, e-learning leaders should support the acquisition of a remotely accessible collection of electronic books and journal databases for students and instructors. For those K-12 students and corporate trainees who do not have authentication privileges to proprietary materials, the e-learning leader should provide guidance via VR services to open access e-books and journal articles that are freely available on the Internet or that are available through state-supported portals funded by state tax dollars. The presence of library instruction and library resources enhances e-learning environments by empowering the learner with the lifelong learning skills and with the knowledge needed to identify an information need, as well as find, evaluate, and use information.

Keywords

Information literacy Virtual reference Open access Proprietary databases Electronic books Embedded librarian Embedded tutorials Screen capturing Life-long learning 

References

  1. Association of College and Research Libraries. (2000). Information literacy competency standards for higher education. Retrieved from http://www.ala.org/acrl/standards/informationliteracycompetency.
  2. Association of College and Research Libraries. (2008). Standards for distance learning library services. Retrieved from. www.ala.org/acrl/standards/guidelinesdistancelearning.Google Scholar
  3. Association of College and Research Libraries. (2011). Accreditation. Retrieved from http://www.ala.org/acrl/issues/infolit/standards/accred/accreditation.
  4. Association of College and Research Libraries. (2015). Framework for information literacy for higher education. Retrieved from http://www.ala.org/acrl/standards/ilframework.
  5. Ivins, O. (2015). The Charlotte initiative for permanent library acquisitions of ebooks. [PowerPoint slides]. Retrieved from http://www.slideshare.net/CharlestonConference/the-charlotte-initiative-on-ebook-principles-a-mellon-funded-project.
  6. Yang, S. Q., & Dalal, H. A. (2015, May). Virtual reference: Where do academic libraries stand? In spite of the types and sizes, academic libraries must find ways to cope with the shortage of staff and budget cuts, while still providing their best service against all odds. Computers in Libraries, 35(4), 4+. Retrieved from http://www.infotoday.com/cilmag/.
  7. Yelinek, K., Neyer, L., Bressler, D., Coffta, M., & Magolis, D. (2010). Using LibGuides for an information literacy tutorial. College & Research Library News, 71(7), 352–355. Retrieved from http://crln.acrl.org/content/71/7/352.full. CrossRefGoogle Scholar

Copyright information

© Association for Educational Communications and Technology 2018

Authors and Affiliations

  1. 1.McDonough Geschke LibraryMarygrove CollegeDetroitUSA
  2. 2.Bailey LibraryWashtenaw Community CollegeAnn ArborUSA

Personalised recommendations