|
|
xv | |
Biography |
|
xix | |
Foreword |
|
xxxv | |
|
|
1 | (12) |
|
|
|
|
10 | (3) |
|
SECTION I FOUNDATIONS OF DISTRIBUTED LEARNING |
|
|
|
2 Literature Review of Online Learning in Academic Libraries |
|
|
13 | (34) |
|
|
|
|
|
|
13 | (1) |
|
|
14 | (1) |
|
|
14 | (2) |
|
|
16 | (1) |
|
|
17 | (2) |
|
|
19 | (2) |
|
|
21 | (3) |
|
2.8 Learning Environments |
|
|
24 | (1) |
|
2.9 Challenges With Online Instruction |
|
|
24 | (4) |
|
|
28 | (4) |
|
|
32 | (2) |
|
|
34 | (2) |
|
2.13 Collaboration With Faculty and Other Stakeholders |
|
|
36 | (1) |
|
|
37 | (2) |
|
|
39 | (1) |
|
|
40 | (7) |
|
|
41 | (6) |
|
3 Using Theory and Practice to Build an Instructional Technology Tool Kit |
|
|
47 | (22) |
|
|
|
47 | (1) |
|
3.2 Theory: A Review of the Literature |
|
|
47 | (1) |
|
3.3 The Scholarship of Active Learning |
|
|
48 | (2) |
|
3.4 The Scholarship of Effective Instructional Technology Use |
|
|
50 | (1) |
|
3.5 Desired Learning Outcomes: An Important Consideration |
|
|
51 | (1) |
|
3.6 Practice: Meaningfully Integrating Technology Tools in Information Literacy Instruction |
|
|
52 | (1) |
|
3.7 Remembering Information |
|
|
52 | (1) |
|
3.8 Understanding Information |
|
|
53 | (3) |
|
|
56 | (2) |
|
3.10 Analyzing Information |
|
|
58 | (1) |
|
3.11 Evaluating Information |
|
|
59 | (2) |
|
3.12 Creating Information |
|
|
61 | (1) |
|
3.13 Next Steps and Conclusions |
|
|
62 | (7) |
|
Appendix Technology Resources, Organized as Referenced in the Chapter |
|
|
64 | (1) |
|
|
65 | (4) |
|
|
|
4 Designing Online Asynchronous Information Literacy Instruction Using the ADDIE Model |
|
|
69 | (24) |
|
|
|
69 | (1) |
|
4.2 Instructional Design Models |
|
|
70 | (1) |
|
|
71 | (1) |
|
4.4 Recursive Reflective Design and Development Model |
|
|
72 | (1) |
|
4.5 Four-Component Instructional Design |
|
|
72 | (1) |
|
|
73 | (1) |
|
|
74 | (1) |
|
|
75 | (1) |
|
4.9 Implementation Using the ADDIE Model |
|
|
76 | (2) |
|
|
78 | (3) |
|
|
81 | (3) |
|
|
84 | (1) |
|
|
84 | (2) |
|
|
86 | (7) |
|
|
87 | (2) |
|
|
89 | (1) |
|
Appendix 2 FYC Pretest Survey Summary |
|
|
90 | (3) |
|
5 Enhancing Kuhlthau's Guided Inquiry Model Using Moodle and LibGuides to Strengthen Graduate Students' Research Skills |
|
|
93 | (18) |
|
|
|
|
93 | (1) |
|
|
94 | (3) |
|
5.3 Curriculum Development for Distributed Learning Environment |
|
|
97 | (1) |
|
5.4 Kuhlthau's Guided Inquiry Program for Information Literacy |
|
|
98 | (1) |
|
5.5 Online Zones of Intervention |
|
|
99 | (1) |
|
|
99 | (1) |
|
|
100 | (1) |
|
5.8 Information Literacy Sessions Overview |
|
|
101 | (1) |
|
5.9 Session One: Topic Selection |
|
|
101 | (1) |
|
5.10 Session Two: Website Evaluation and Scholarly Sources |
|
|
102 | (2) |
|
5.11 Session Three: Database Searching |
|
|
104 | (1) |
|
|
104 | (1) |
|
5.13 Moodle and LibGuide Analytics |
|
|
105 | (1) |
|
|
106 | (5) |
|
|
107 | (4) |
|
6 A Model for Teaching Information Literacy in a Required Credit-Bearing Online Course |
|
|
111 | (12) |
|
|
|
|
111 | (2) |
|
6.2 Measure of INL 102's Success |
|
|
113 | (1) |
|
6.3 Integrating Technology |
|
|
114 | (2) |
|
6.4 Library Staff and Collection as a Resource |
|
|
116 | (2) |
|
|
118 | (2) |
|
|
120 | (1) |
|
|
121 | (2) |
|
|
122 | (1) |
|
7 Engaging Learners Online: Using Instructional Design Practices to Create Interactive Tutorials |
|
|
123 | (12) |
|
|
|
|
123 | (1) |
|
|
123 | (5) |
|
7.3 Assessment and Evaluation |
|
|
128 | (2) |
|
|
130 | (3) |
|
|
133 | (2) |
|
|
133 | (1) |
|
Appendix 1 Clark's Content Performance Matrix for Microbiology Tutorial |
|
|
134 | (1) |
|
8 Developing Best Practices for Creating an Authentic Learning Experience in an Online Learning Environment: Lessons Learned |
|
|
135 | (22) |
|
|
|
|
135 | (1) |
|
|
135 | (3) |
|
8.3 Befriend the Gatekeepers |
|
|
138 | (1) |
|
|
139 | (2) |
|
8.5 Teaching in the Trenches |
|
|
141 | (2) |
|
|
143 | (4) |
|
|
147 | (1) |
|
|
147 | (2) |
|
8.9 Future Work: Online Information Literacy Lab |
|
|
149 | (2) |
|
|
151 | (6) |
|
|
152 | (5) |
|
|
|
9 Delivering Synchronous Online Library Instruction at a Large-Scale Academic Institution: Practical Tips and Lessons Learned |
|
|
157 | (20) |
|
|
|
|
|
157 | (1) |
|
|
158 | (1) |
|
|
159 | (2) |
|
|
161 | (2) |
|
|
163 | (4) |
|
|
167 | (1) |
|
9.7 Checklist for Delivering Synchronous ILI |
|
|
168 | (2) |
|
|
170 | (1) |
|
9.9 Were There Technological Barriers to Student Attendance? |
|
|
171 | (1) |
|
9.10 Was the Timing Appropriate? |
|
|
171 | (1) |
|
9.11 Is Synchronous Online Delivery Right for the Target Audience? |
|
|
172 | (1) |
|
|
173 | (4) |
|
|
174 | (3) |
|
10 Making Library Research Real in the Digital Classroom: A Professor--Librarian Partnership |
|
|
177 | (28) |
|
|
|
|
177 | (1) |
|
10.2 Filling the Information Literacy Gap in Online Courses |
|
|
178 | (23) |
|
|
201 | |
|
Courses at the Borough of Manhattan Community College |
|
|
180 | (1) |
|
10.4 Partnering to Design Online Research Instruction |
|
|
181 | (1) |
|
10.5 Implementing a Scaffolded Model of Research Instruction |
|
|
182 | (1) |
|
10.6 Start Small and Build Over Time |
|
|
183 | (1) |
|
10.7 A Diverse Range of Activities |
|
|
184 | (1) |
|
|
185 | (1) |
|
|
185 | (1) |
|
|
186 | (1) |
|
|
186 | (6) |
|
10.12 Workload and Sustainability |
|
|
192 | (1) |
|
10.13 Reflections on the Method and the Partnership |
|
|
193 | (12) |
|
|
195 | (2) |
|
Appendix A Librarian's Activities in the Course Modules |
|
|
197 | (4) |
|
Appendix B Survey Questions |
|
|
201 | (4) |
|
11 Forging Connections in Digital Spaces: Teaching Information Literacy Skills Through Engaging Online Activities |
|
|
205 | (16) |
|
|
|
|
|
11.1 Introduction and Literature Review |
|
|
205 | (2) |
|
11.2 Assignments and Learning Activities |
|
|
207 | (8) |
|
|
215 | (3) |
|
|
218 | (3) |
|
|
218 | (3) |
|
12 Innovation Through Collaboration: Using an Open-Source Learning Management System to Enhance Library Instruction and Student Learning |
|
|
221 | (18) |
|
|
|
|
221 | (1) |
|
12.2 Customized User Roles in Moodle |
|
|
222 | (14) |
|
|
236 | (3) |
|
|
237 | (1) |
|
Appendix 1 Senior Projects Information Literacy Skills Assessment Rubric-Purchase College Library |
|
|
238 | (1) |
|
13 From Technical Troubleshooting to Critical Inquiry: Fostering Inquiry-Based Learning Across Disciplines Through a Tutorial for Online Instructors |
|
|
239 | (16) |
|
|
|
239 | (2) |
|
13.2 Institutional Context |
|
|
241 | (1) |
|
|
242 | (1) |
|
|
242 | (3) |
|
|
245 | (4) |
|
|
249 | (6) |
|
|
250 | (1) |
|
Appendix A Online Course Development: Library Resources Checklist |
|
|
251 | (1) |
|
Appendix B Teaching Online Series: Library Module Table of Contents |
|
|
252 | (1) |
|
Appendix C Communicating Assessment Criteria to Students: Rubrics |
|
|
253 | (2) |
|
14 Embedding the Library in the LMS: Is It a Good Investment for Your Organization's Information Literacy Program? |
|
|
255 | (16) |
|
|
|
|
|
|
255 | (1) |
|
|
255 | (2) |
|
14.3 History and Development of the Library Tools Tab at UAL |
|
|
257 | (4) |
|
14.4 Analysis: How Is the Value of the Embedded System Measured? |
|
|
261 | (1) |
|
14.5 How Does UAL Course Guide Use Compare with LTT Use? |
|
|
262 | (3) |
|
|
265 | (1) |
|
|
266 | (5) |
|
|
267 | (4) |
|
15 A Decade of Distributed Library Learning: The NOSM Health Sciences Library Experience |
|
|
271 | (14) |
|
|
|
271 | (1) |
|
15.2 The Health Sciences Library |
|
|
272 | (1) |
|
|
273 | (2) |
|
15.4 Videoconferencing and Participant Engagement |
|
|
275 | (1) |
|
15.5 Technological Challenges of Videoconferencing |
|
|
276 | (3) |
|
15.6 LibGuides, Padlet, and Powtoon |
|
|
279 | (2) |
|
|
281 | (4) |
|
|
282 | (3) |
|
16 Parallel Lines: A Look at Some Common Issues in the Development, Repurposing, and Use of Online Information Literacy Training Resources at Glasgow Caledonian University |
|
|
285 | (22) |
|
|
|
285 | (1) |
|
|
286 | (1) |
|
16.3 Planning: Storyboarding, Design, and Project Management |
|
|
287 | (4) |
|
16.4 Pedagogical Issues, IL Frameworks |
|
|
291 | (1) |
|
16.5 Development Software (HTML, Flash, and Gamification) |
|
|
291 | (1) |
|
16.6 Compatibility with Mobile Devices |
|
|
292 | (1) |
|
16.7 Hardware and Methods of Delivery |
|
|
293 | (3) |
|
16.8 Testing and Pilot Phases |
|
|
296 | (2) |
|
16.9 Teaching: The Best Way to Use Online Resources |
|
|
298 | (1) |
|
|
299 | (1) |
|
16.11 Areas for Further Research |
|
|
300 | (7) |
|
|
300 | (1) |
|
|
301 | (6) |
|
|
|
17 Concept to Reality: Integrating Online Library Instruction Into a University English Curriculum |
|
|
307 | (16) |
|
|
|
17.1 Introduction and Background |
|
|
307 | (2) |
|
17.2 Partnering to Enable Library Literacy for First-Year English Literature Students |
|
|
309 | (3) |
|
17.3 The Initial Development of Program Content, Technology, and Evaluative Formula |
|
|
312 | (2) |
|
17.4 The Pilot of the Program and the Evolution of Content, Style, and Delivery |
|
|
314 | (4) |
|
17.5 The Route to Success: Collaboration, Evaluation, and the Importance of Partnership |
|
|
318 | (2) |
|
17.6 Considering the Future While Remaining Connected to the Wider Educational Community |
|
|
320 | (3) |
|
|
321 | (2) |
|
18 A Successful Reboot: Reimagining an Online Information Literacy Tutorial for a First-Year Experience Program |
|
|
323 | (18) |
|
|
|
|
|
323 | (2) |
|
18.2 Setting the Scene: Literature Review |
|
|
325 | (3) |
|
18.3 The Pitch: Establishing the Goals of the Project |
|
|
328 | (1) |
|
18.4 Casting Call: The Pilot Participants |
|
|
329 | (1) |
|
18.5 Action!: The Video Production |
|
|
330 | (2) |
|
18.6 On Set: The Flipped (Library) Classroom |
|
|
332 | (1) |
|
18.7 Test Screening: Focus Groups |
|
|
333 | (1) |
|
18.8 Project Distribution: Making the Most of the LMS |
|
|
334 | (1) |
|
18.9 The Reviews Are In: Assessing the Student Quiz Results and Instructor Feedback |
|
|
335 | (2) |
|
18.10 Director Commentary: Discussion |
|
|
337 | (1) |
|
18.11 That's a Wrap! Conclusion |
|
|
338 | (3) |
|
|
339 | (2) |
|
19 Rethinking Plagiarism in Information Literacy Instruction: A Case Study on Cross-Campus Collaboration in the Creation of an Online Academic Honesty Video Tutorial |
|
|
341 | (20) |
|
|
|
|
|
341 | (1) |
|
19.2 Background: Discovering the Need for a Plagiarism Tutorial |
|
|
342 | (3) |
|
19.3 Literature Review: Who's Creating Library Videos? |
|
|
345 | (3) |
|
19.4 Method: Producing a Useful and Informative Video |
|
|
348 | (5) |
|
19.5 Lessons Learned: Looking Back and Moving Forward |
|
|
353 | (2) |
|
19.6 Assessment: Measuring Improvements |
|
|
355 | (3) |
|
19.7 Conclusion: All Good Things |
|
|
358 | (3) |
|
|
359 | (2) |
|
20 Adapting to the Evolving Information Landscape: A Case Study |
|
|
361 | (24) |
|
|
|
20.1 The Evolution of an Information Literacy Course: A Case Study |
|
|
361 | (1) |
|
20.2 Information Literacy Course History |
|
|
361 | (3) |
|
20.3 A Question of Format |
|
|
364 | (3) |
|
20.4 Perception Becomes Reality |
|
|
367 | (1) |
|
20.5 A Question of Content |
|
|
368 | (1) |
|
20.6 The Evolving Landscape |
|
|
368 | (1) |
|
20.7 New Ways of Thinking |
|
|
369 | (5) |
|
20.8 Information Literacy and Visual Thinking Strategies |
|
|
374 | (2) |
|
|
376 | (1) |
|
20.10 Assessment Analysis |
|
|
377 | (1) |
|
20.11 The Evolution Continues |
|
|
378 | (1) |
|
|
379 | (6) |
|
|
379 | (2) |
|
|
381 | (1) |
|
|
381 | (1) |
|
|
382 | (3) |
|
|
|
21 Gaming Library Instruction: Using Interactive Play to Promote Research as a Process |
|
|
385 | (18) |
|
|
|
385 | (2) |
|
21.2 Gamification and Interactivity |
|
|
387 | (2) |
|
21.3 Creation of the Tutorial at GHL |
|
|
389 | (1) |
|
|
389 | (6) |
|
|
395 | (3) |
|
21.6 Feedback and Continued Game Development |
|
|
398 | (1) |
|
|
399 | (4) |
|
|
400 | (3) |
|
22 Implementing Flipped Classroom Model Utilizing Online Learning Guides in an Academic Hospital Library Setting |
|
|
403 | (20) |
|
|
|
|
|
|
403 | (1) |
|
22.2 History of the Flipped Classroom |
|
|
403 | (2) |
|
|
405 | (1) |
|
|
406 | (5) |
|
|
411 | (6) |
|
|
417 | (6) |
|
|
418 | (2) |
|
Appendix A Instructor Reflections |
|
|
420 | (1) |
|
Appendix B Learner Evaluation Form |
|
|
421 | (2) |
Index |
|
423 | |