Instructional diversity: a blended model for sustainable IL programming

dc.contributor.author	Nelson, Jody
dc.contributor.author	Morrison, Joan
dc.date.accessioned	2015-05-06
dc.date.accessioned	2022-05-27T01:13:50Z
dc.date.available	2022-05-27T01:13:50Z
dc.date.issued	2014
dc.description	Presented on July 25, 2014 at the Library Instruction West Conference held at Portland State University in Portland, Oregon.
dc.description.abstract	This session shares the details of a pilot project to create a more sustainable Information Literacy (IL) instruction program for first-year undergraduates. Our goal was to develop an instruction model that could be managed by our Library instruction team, reduce duplication of content and effort, incorporate both online and in-person instruction and promote self-directed student learning opportunities. Our blended instruction model incorporates: timely face-to-face classroom visits, online learning modules, hands-on critical thinking activities and student-directed drop-in research workshops.
dc.format.extent	30.18 MB
dc.format.mimetype	PDF
dc.identifier.uri	https://hdl.handle.net/20.500.14078/287
dc.language	English
dc.language.iso	en
dc.rights	All Rights Reserved
dc.subject	Information literacy instruction
dc.subject	Blended instruction
dc.title	Instructional diversity: a blended model for sustainable IL programming	en
dc.type	Presentation
dspace.entity.type

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