Designing blended learning to foster students’ digital information literacy : developing an in(ter)vention
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Authors
Schwenger, Bettina
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Date
2017-01
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Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
New Zealand
tertiary education
digital literacy
information literacy
embedded
blended learning
information technology (IT) courses
first years
intervention
tertiary education
digital literacy
information literacy
embedded
blended learning
information technology (IT) courses
first years
intervention
ANZSRC Field of Research Code (2020)
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.
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DOI
doi: 10.14297/jpaap.v5i1.247
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© 2017 Journal of Perspectives in Applied Academic Practice
Attribution-NonCommercial-NoDerivs 3.0 New Zealand
Attribution-NonCommercial-NoDerivs 3.0 New Zealand