Information literacy instruction in Chinese universities: MOOCs versus the traditional approach

Ruhua Huang · Baiyang Li · Lihong Zhou

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Library Science and Information Literacy Web and Library Services Open Education and E-Learning

Abstract

Purpose – The purpose of this paper is to discuss a teaching project and a series of systematic efforts to promote an information literacy instruction (ILI) module and transform it into a successful and well-established massive open online courses (MOOCs). Specifically, this paper provides not only a detailed description and discussion on these transformation processes, but also a comparative analysis of two very different teaching approaches. Design/methodology/approach – This paper focuses on the ILI module in Wuhan University with a top-ranked Library and Information School in China. As a result, this module has been treated as a case study to investigate the transformation processes from a traditional module to MOOCs. Specifically, two research processes are scrutinized in this study, namely, analytic hierarchy process analysis and data analysis on the ILI MOOCs. Findings – It has become evident that ILI is widely considered to be extremely important, not only for university students, but also for a large number of post-college professionals in various industries. Moreover, by using innovation and interactive online techniques, MOOCs have significantly improved the quality of ILI. Practical implications – If a module is delivered to a large number of students, MOOCs are effective and convenient. To ensure a successful ILI course, this study describes a detailed procedure for transforming a traditional course to a ubiquitous, high-quality and interactive one. Originality/value – This paper represents early attempts to develop MOOCs on ILI in China. In addition, experience and insight from this study are of interest to university educators and policy makers with implications beyond the Chinese educational system.

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References

2000Information Literacy Competency Standards for Higher Education 2011Reframing Information Literacy as a Metaliteracy 2014Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy 2011What's skill got to do with it?: Information literacy skills and self‐views of ability among first‐year college students 2003Turning techno-savvy into info-savvy: authentically integrating information literacy into the college curriculum 2012Participatory technologies, pedagogy 2.0 and information literacy

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2023Information literacy and recent graduates: Motivation, self-efficacy, and perception of credit-based information literacy courses 2023Redesigning Library Information Literacy Education With the BOPPPS Model 2019Content and instructional design of MOOCs on information literacy 2023Higher Education students' perceptions towards Information Literacy 2018The Role of Library and Information Science Professionals in the MOOC Environment in Institutions of Higher Learning 2025Construction of an evaluation index system for teacher education students’ information literacy: an empirical analysis of Chinese postgraduate programs

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