Addressing information literacy through student-centered learning

Issue title: Innovative Pedagogies

Guest editors: Denice Adkins

Article type: Research Article

Authors: Bond, Paul

Affiliations: 101 Owen Library, University of Pittsburgh at Johnstown, 450 Schoolhouse Road, Johnstown, Pennsylvania, 15904, USA. E-mail: [email protected]

Abstract: This case study describes several courses that resulted from a teaching partnership between an instructional technologist/professor and a librarian that evolved over several semesters, and the information literacy implications of the course formats. In order to increase student engagement, active learning and inquiry-based learning techniques were incorporated into the courses. By designing the courses in this manner, information literacy was addressed in various ways throughout the courses. This paper will provide some background on the instructors' approach and inspirations, discuss some specifics of the courses, and relate the information literacy outcomes.

Keywords: Active learning, inquiry-based learning, information literacy, metaliteracy

DOI: 10.3233/EFI-150961

Journal: Education for Information, vol. 32, no. 1, pp. 3-9, 2016