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Student-Centered Library Instruction: An Assessment of Online Graduate Students’ Information Literacy Skills and Needs PROCEEDINGS

, , University of Florida, Gainesville, United States

AACE Award

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

With the increasing number of online programs offered by institutions of higher education, it is important to find ways to provide information literacy instruction to support off-campus students and to help them succeed in such programs. With the aim of designing instruction appropriate to the needs and existing skills of online graduate students in an Ed.D. program, a needs assessment of their information literacy skills was conducted before they began the online program. The results were used to design library instruction intended to fill the gaps in graduate students’ information literacy skills and research abilities. Asynchronous and synchronous instruction was provided to address students’ preferred learning methods.

Citation

Kumar, S. & Ochoa, M. (2011). Student-Centered Library Instruction: An Assessment of Online Graduate Students’ Information Literacy Skills and Needs. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2002-2009). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 23, 2017 from .

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