Does the method of instruction matter? An experimental examination of information literacy instruction in the online, blended, and face-to-face classrooms

摘要

The researchers, a librarian and a faculty member, collaborated to investigate the effectiveness of delivery methods in information literacy instruction. The authors conducted a field experiment to explore how face-to-face, online, and blended learning instructional formats influenced students' retention of information literacy skills. Results are discussed in relation to an inclusive model of information literacy.