Stieglitz, TaraWhitson, Lindsey2018-09-172022-05-312022-05-312018https://hdl.handle.net/20.500.14078/1201Presented on September 25, 2018 at the European Conference on Information Literacy in Oulu, Finland.Information literacy (IL) has long been integral to first-year chemistry at our university, originally comprising of written instructions in the lab manual and a 60-minute, librarian-delivered lecture. Increased enrollment rendered this model unsustainable and so collaboration ensued between the library and chemistry to develop a blended learning model. Students were given the options of watching that same content via a short video tutorial or reading it within their lab manual, followed by a 15-minute in-class librarian-led review session. Our current study examines the relative effectiveness of the two modes of instruction and whether students see the tutorial and written instructions as complementary resources or unnecessary duplication. Our approach to examining student preferences for and usage of written instructions versus video tutorials was three-pronged. First, we used an in-class questionnaire to ascertain student preferences. Thereafter, we used Google Analytics to track actual student use of the tutorials before, during, and after their class period. Finally, we examined the effectiveness of the two modes of instruction by observing non-chemistry students working through a chemistry task after either watching a tutorial video or reading the lab manual text instructions. Our presentation speaks to our multi-modal approach to students’ learning preferences and showcase findings of our mixed-methods study.2.15 MBPDFenAll Rights ReservedBlended LearningInformation LiteracyScience LibrarianshipStudent EngagementPresentation