Leveraging Instructional Modality to Improve Information Literacy Skills

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.