Designing blended learning to foster students’ digital information literacy : developing an in(ter)vention
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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
Permanent link to Research Bank record:https://hdl.handle.net/10652/3691
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.
Keywords:New Zealand, tertiary education, digital literacy, information literacy, embedded, blended learning, information technology (IT) courses, first years, intervention
ANZSRC Field of Research:130306 Educational Technology and Computing
Copyright Notice:© 2017 Journal of Perspectives in Applied Academic Practice
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