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Online information: the spider''s sticky web.

Article Excerpt
Abstract

This case study examines the online experiences of nine participants and two faculty members involved in an undergraduate level course examining information literacy in an online learning environment. Participants took part in diverse evaluative Internet searches, and were then asked to examine and reflect on these techniques. They also considered ways in which they could integrate similar authentic processes of information access and dissemination into their own teaching strategies. Participants recognised the value of the asynchronous online discussion, and found that this had helped them to develop a deeper level of learning by providing the opportunity to reflect on their contributions in a way that was not possible in a face-to-face setting.

Introduction

This case study examines the online experiences of participants involved in an undergraduate level course entitled 'Information, Knowledge and Learning'. This course was designed to enhance teachers' information and teaching skills in a rapidly changing world, using a variety of information sources, particularly those of the Internet and online databases. Issues ranged from dilemmas of equity and access, to pedagogy and power, with the focus extending from the individual learner and teacher, to the institutional organisation and the global village.

Background to the course

The course was offered in an experiential manner, which is to say that, in addition to classroom presentations and debates, the participants took part in diverse evaluative online searches, and then examined and reflected on these techniques. As an extension of this process, they were required to consider ways in which they could integrate similar authentic processes of information access and dissemination into their own teaching strategies.

All the participants worked in the adult education sector, some as tutors, while others came from the public library and professional development areas. All had access to the Internet and used the Blackboard web management system to obtain material, to access additional external links and to communicate with one another. The use of Blackboard also enabled teaching faculty to recommend specific websites to students and to provide easy access for these students to online course material such as PowerPoint presentations. The course was delivered in 'blended mode,' in which face-to-face sessions were combined with significant periods of independent study supported by collaborative online group work. Information searching tasks during the face-to-face sessions took place on computers linked to the Internet and ranged from teacher-led to completely self-directed exploration. These included:

* Viewing recommended websites via Blackboard as part of class discussions and group tasks,

* Guided searches on faculty selected topics (i.e. definitions of information literacy),

* Interactive online quizzes, and

* Independent searches focussed on assignment topics.

As part of the overall course grading structure the online discussion was assessed based on criteria designed...

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