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

Thumbnail Image
Journal Title
Journal ISSN
Volume Title
Services | D3 Artikkeli ammatillisessa konferenssijulkaisussa
Degree programme
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.
information literacy, libraries
Other note
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.
Permanent link to this item