Applying E-learning Technologies to Library Information Literacy Instruction

Applying E-learning Technologies to Library Information Literacy Instruction

Jamie Ward (Dundalk Institute of Technology Library, Ireland)
DOI: 10.4018/978-1-61520-879-1.ch014
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Academic libraries have adopted and adapted the e-learning technologies for delivery of their Information Literacy programmes. This chapter describes some of the ways in which academic librarians have been very inventive in using emerging technologies to enhance their instructional content. By using a case study of DkIT the chapter details how information literacy and the e-learning technologies emerged together. E-learning platforms like the virtual learning environments (VLE) are the natural place for libraries to use as portals for their IL instruction. This chapter argues that using the VLE (with the inherent instructional interaction made possible by this technology), and adopting some amalgam of the newer teaching styles like problem-based learning and blended learning techniques completes the IL circle for librarians. Librarians now have the tools at their disposal to finally fulfil the promises we undertook when we embarked on our information literacy programmes.
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The term ‘Information Literacy’ (IL) is widely used by the library profession to describe what we believe is an essential attainment for students and staff to be effective scholars. For librarians the main aims of IL is to participate in developing students who can ‘recognise what information is needed and have the ability to locate, evaluate and use effectively the information needed’ (American Library Association, 1989). One of the main avenues being used to achieve the standards set by IL is e-learning. E-learning is defined as ‘learning facilitated and supported through the use of information technologies’ (Melling, 2006, p. XII). To date libraries have been exemplars in adopting and adapting the e-learning technologies available in the furtherance of the goals of information literacy.

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