Designing blended learning to foster students’ digital information literacy : developing an in(ter)vention

Schwenger, Bettina

Designing blended learning to foster students’ digital information literacy : developing an in(ter)vention

Files

247-2053-3-PB.pdf (1.24 MB)

Authors

Schwenger, Bettina

Date

2017-01

Type

Journal Article

Keyword

New Zealand
tertiary education
digital literacy
information literacy
embedded
blended learning
information technology (IT) courses
first years
intervention

ANZSRC Field of Research Code (2020)

130306 Educational Technology and Computing

Citation

Schwenger, B. (2017). Designing Blended Learning to Foster Students’ Digital Information Literacy: Developing an In(ter)vention. Journal of Perspectives in Applied Academic Practice, 5(1), pp.75-78. doi:doi:10.14297/jpaap.v5i1.247

Abstract

How to integrate online with face-to-face learning appropriately is an often-discussed question as New Zealand tertiary institutions increasingly offer blended learning. In this context, there is a need to develop students’ academic literacy, for example digital information literacy (DIL) as its significance for study (Feekery, 2013) and workplace (Bruce, 2004) success is well recognised. Embedding DIL in a blended learning course offers teachers options to create additional learning and practice opportunities for students. My research explores how blended learning design can support DIL, with a particular focus on the potential of online learning affordances. The article reports on the iterative process of creating an embedded digital information literacy (DIL) in(ter)vention aligned with the assessment in a first-year undergraduate course and focuses on the four online resources developed. The research is still in progress and this article therefore addresses the development process rather than the findings.

Permanent link

https://hdl.handle.net/10652/3691

DOI

doi: 10.14297/jpaap.v5i1.247

Copyright holder

Author

Copyright notice