Information Literacy in the Changing Landscape of Distance Learning: The Collaborative Design of a Flexible, Digital, Asynchronous Course

Authors

  • Betsy Reichart Penn Foster College
  • Christina Elvidge Penn Foster College

DOI:

https://doi.org/10.5195/palrap.2015.108

Abstract

This paper offers a case study of the collaborative development of an information literacy course for students enrolled in an online, proprietary college. This credit-bearing course was created in accordance with ACRL’s Information Literacy Competency Standards for Higher Education as well as the newly adopted Framework for Information Literacy for Higher Education. The course treats information literacy as a meta-competency that encourages students to explore a variety of research tools, from social media to scholarly journals, and to develop critical thinking and research skills. In order to incorporate current best practices in information literacy pedagogy into the course itself, institutional factors needed to be addressed; these factors are reviewed here. This paper also explores implications for the future of the course, including assessment, the need to constantly adapt to the changing needs of students, and the ever-changing digital environment.

Author Biographies

Betsy Reichart, Penn Foster College

M.S.L.I.S

Instructor and Librarian

Christina Elvidge, Penn Foster College

M.S.

Senior English Instructor

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Published

2015-11-12

Issue

Vol. 3 No. 2 (2015)

Section

Practice

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Revised 7/21/2020. Revision Description: Updated to APA 7th style.