Systematically Assessing Student Use of Canvas-Embedded Asynchronous Information Literacy Modules in Georgetown's Master of Professional Studies Programs

Autor/inn/en	Khailova, Ladislava; Guhde, Emily; Bernstein, Matthew
Titel	Systematically Assessing Student Use of Canvas-Embedded Asynchronous Information Literacy Modules in Georgetown's Master of Professional Studies Programs
Quelle	In: Journal of Library & Information Services in Distance Learning, 17 (2023) 1-2, S.29-48 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-290X
DOI	10.1080/1533290X.2023.2219258
Schlagwörter	Academic Libraries; Library Instruction; Information Literacy; Online Courses; Asynchronous Communication; Graduate Study; Graduate Students; Instructional Effectiveness; Student Satisfaction; Course Content; Curriculum Design; Masters Programs; District of Columbia + Suchen Sie Ihr Suchwort? College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Bibliotheksverzeichnis; Informationskompetenz; Online course; Online-Kurs; Aufbaustudium; Graduiertenstudium; Hauptstudium; Graduate Study; Student; Students; Studentin; Unterrichtserfolg; Kursprogramm; Lehrplangestaltung; Magister course; Magisterstudiengang
Abstract	Academic libraries increasingly offer information literacy instruction online. This mixed methods study, innovatively focused on graduate professional studies students, confirms that the provision of asynchronous modules represents an effective and scalable method in this regard. When Georgetown's SCS librarians embedded their faculty-endorsed modules in courses' Canvas, the majority of students engaged with the modules in the order and scope planned for by the librarians, reported building key information literacy competencies, and were generally satisfied with the modules' content and design. They also perceived the modules as a valuable solo instructional resource, pointing to their viability to achieve budgetary and staffing efficiencies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01