Redesigning the online information literacy course of undergraduate students

• Main Authors: Dery, Zipporah M., Gado, Marlon G., Bahia, Anthony J., Ferre, Shiela Marie M., Santos, Vanessa Angel D.
• Format: text
• Published: Animo Repository 2024
• Online Access: https://animorepository.dlsu.edu.ph/conf_dlsplc/2024/schedule/2
• Institution: De La Salle University

ABSTRACT Purpose/objectives: In 2020, the academic library shifted to emergency online delivery of the information literacy (IL) program through the school’s learning management system (LMS) and has decided to continue the implementation of the IL program through blended learning post pandemic. This study investigated the current IL module in LMS in terms of form (structure, format) and content (teaching and learning activities) and identified the teaching and learning activities that need to be changed, which led to the redesign from its initial state for continuous implementation in a blended mode based on the result of the course evaluation. Design, methodology, approach: Participatory action research was performed to review the current state of the IL module and recommend changes to redesign it for better student engagement. Participants were four educational technology specialists and four user education librarians who delivered the IL program to students. Data was collected through focus group discussion and analyzed using thematic analysis. A proposal for the redesigned module was presented and implemented in 2023 to 1,004 undergraduate students who attended the IL sessions. To determine the outcome of the redesigned module based on student engagement, data on student activity in formative and summative tests, particularly the submission rate and average grade of summative assessments and access to formative assessments, as well as student feedback were obtained and analyzed. Findings: Recommended changes in the IL module included a standardized learning format for all content, integration of personalized learning design, creation of formative learning assessments using interactive learning objects and implementation of badging system. Quantitative and qualitative measures showed positive indications of user engagement after the redesign of the IL module. However, the IL module needs to be continuously reviewed and developed to encourage and sustain student interaction and engagement. Research limitations and implication: The study is limited to the content and form of the IL module developed using the LMS of the institution, which has been conducted to the undergraduate students and thus, may not be generalized for other population groups or settings. The IL program was also based on the ACRL standards and utilized the features of a specific LMS, which may have caused limitations in the content and format of the online IL module. It is also acknowledged that there are other indicators of user engagement aside from those discussed in the study. Originality of the paper: The study is helpful in designing, implementing and evaluating the IL course using online learning environments and making it relevant and meaningful to students through user engagement. It contributes insights to the body of knowledge on the integration of technology to facilitate IL instruction in blended mode through participative action research. Keywords: information literacy; blended learning; user engagement; participatory action research