Engineering students’ information literacy instruction and blended learning course design – a case study

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dc.contributor Aalto-yliopisto fi
dc.contributor Aalto University en
dc.contributor.author Rousi, Antti
dc.contributor.author Palmgren, Virpi
dc.contributor.author Heino, Kirsi
dc.date.accessioned 2015-03-09T10:00:20Z
dc.date.available 2015-03-09T10:00:20Z
dc.date.issued 2012
dc.identifier.citation Rousi, Antti & Palmgren, Virpi & Heino, Kirsi. 2012. Engineering students’ information literacy instruction and blended learning course design – a case study. Proceedings of the the IFLA CPWDL 2012 Satellite Conference The Road to Information Literacy - Librarians as facilitators of learning. P. 264-284. ISBN 9783110281002 (electronic). DOI: 10.1515/9783110281002.267. en
dc.identifier.isbn 9783110281002 (electronic)
dc.identifier.uri https://aaltodoc.aalto.fi/handle/123456789/15350
dc.description.abstract Introduction. This study focuses on the benefits derived from a blended learning course design in an engineering students’ information literacy course. The results of this study are also discussed within the context of professional development of the Aalto University Library’s information specialists working with information literacy instruction. Method. This study draws from the experiences of the graduate engineering students participating in the Aalto University Otaniemi Campus Library’s “Tools for master’s thesis”-course. The data of this study were gathered by an online survey. Results. The students connected a variety of different learning tasks with either the promotion of their personal inquiry, with sharing of experiences and practices or with the promotion of their overall learning. The engineering students also identified four positive ways in which the participation in the classroom enhanced the participation in the online environments. Respectively, the students identified four ways in which the participation in the online environments enhanced classroom participation. Conclusion. According to this study it seems possible to generate a single environment enhancing fusion of both classroom and online environment learning tasks in information literacy instruction. The blended learning approach seems to generate new ways of both thinking and realizing engineering students’ information literacy instruction. en
dc.format.extent 264-284
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher DE GRUYTER SAUR en
dc.relation.ispartof Proceedings of the the IFLA CPWDL 2012 Satellite Conference The Road to Information Literacy - Librarians as facilitators of learning en
dc.subject.other Libraries and Archives en
dc.title Engineering students’ information literacy instruction and blended learning course design – a case study en
dc.type D3 Artikkeli ammatillisessa konferenssijulkaisussa fi
dc.description.version Peer reviewed en
dc.rights.holder DE GRUYTER SAUR
dc.contributor.school Palvelut fi
dc.contributor.school Services en
dc.contributor.department Kirjasto- ja tietopalvelut fi
dc.contributor.department Library and Information Services en
dc.subject.keyword information literacy en
dc.subject.keyword libraries en
dc.identifier.urn URN:ISBN:9783110281002
dc.type.dcmitype text en
dc.identifier.doi 10.1515/9783110281002.267
dc.type.version Post print en


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