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Web 2.0 and Information Literacy Instruction: Aligning Technology with ACRL Standards
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Web 2.0 and Information Literacy Instruction: Aligning Technology with ACRL Standards

Author: Marta L Magnuson Affiliation: Hedberg Library, Carthage College, 2001 Alford Park Drive, Kenosha, WI 53140, USA
Edition/Format: Article Article : English
Publication:The Journal of Academic Librarianship, v39 n3 (May 2013): 244-251
Other Databases: WorldCatWorldCat
Summary:
The purpose of this article is to report on how Web 2.0 tools in an online information literacy instruction course aligned with ACRL's Information Literacy Competency Standards for Higher Education. A qualitative case study was undertaken on an online graduate course related to information literacy instruction. Data collected included: course activities, assignments, emails, online discussions, and surveys. The educational theory of constructivism and its adherence to reflection, active learning, and social interaction was used to find patterns in the data. Activity theory provided a framework for data analysis and interpretation related to the patterns of activities that took place while students used each Web 2.0 tool. Web 2.0 was found to enhance all five information literacy standards. These standards related to collaboration, information organization, creativity, discussion, and technology education.  Read more...
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Document Type: Article
All Authors / Contributors: Marta L Magnuson Affiliation: Hedberg Library, Carthage College, 2001 Alford Park Drive, Kenosha, WI 53140, USA
ISSN:0099-1333
Language Note: English
Unique Identifier: 4950915526
Awards:

Abstract:

The purpose of this article is to report on how Web 2.0 tools in an online information literacy instruction course aligned with ACRL's Information Literacy Competency Standards for Higher Education. A qualitative case study was undertaken on an online graduate course related to information literacy instruction. Data collected included: course activities, assignments, emails, online discussions, and surveys. The educational theory of constructivism and its adherence to reflection, active learning, and social interaction was used to find patterns in the data. Activity theory provided a framework for data analysis and interpretation related to the patterns of activities that took place while students used each Web 2.0 tool. Web 2.0 was found to enhance all five information literacy standards. These standards related to collaboration, information organization, creativity, discussion, and technology education.

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