Leveraging Instructional Modality to Improve Information Literacy Skills

Main Article Content

Kelly McDermott
Michael-Brian Ogawa

Abstract

Instruction conducted face-to-face and via distance education have been utilized by librarians in higher education institutions when providing information literacy instruction to students. While research has shown minimal difference in student learning when comparing these methods of delivery, changes in student behavior have not been thoroughly examined by scholars. Our results give evidence that online asynchronous instruction using tutorials were the most effective relative to face-to-face instruction and online synchronous instruction in the application of information literacy concepts in subsequent student projects. Various forms of follow up, such as verbal announcements and in written communications with students, can improve instruction delivered in this method.

Article Details

How to Cite
Leveraging Instructional Modality to Improve Information Literacy Skills. (2023). International Journal for Educational Media and Technology, 16(2), 5-13. https://ijemt.org/index.php/journal/article/view/287
Section
Original Papers
Author Biographies

Kelly McDermott, University of Hawaii at Manoa

Kelly McDermott is a recent graduate from the Library and Information Science Master’s program at the University of Hawaii at Manoa.

Michael-Brian Ogawa, University of Hawaii at Manoa

Michael-Brian Ogawa is an Faculty Specialist with the Information and Computer Sciences department at the University of Hawaii at Manoa. 

How to Cite

Leveraging Instructional Modality to Improve Information Literacy Skills. (2023). International Journal for Educational Media and Technology, 16(2), 5-13. https://ijemt.org/index.php/journal/article/view/287