Developing a Blended Learning Approach to Foster Information Literacy in German Psychology Education

Abstract

The conception of a training program is presented which aims at fostering information literacy of German psychology students. The program will use a blended learning approach and will be adapted to the level of students’ information literacy and psychological expertise. In a pilot study, meaningful differences on these variables were found between first-year students (n = 22), advanced students (n = 21), and PhD students (n = 21). In an additional information search task, first-year and advanced students tended to use different sources of information. However, these differences did not result in differential performance on the task.

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