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Abstract
Academic libraries increasingly offer information literacy instruction online. This mixed methods study, innovatively focused on graduate professional studies students, confirms that the provision of asynchronous modules represents an effective and scalable method in this regard. When Georgetown’s SCS librarians embedded their faculty-endorsed modules in courses’ Canvas, the majority of students engaged with the modules in the order and scope planned for by the librarians, reported building key information literacy competencies, and were generally satisfied with the modules’ content and design. They also perceived the modules as a valuable solo instructional resource, pointing to their viability to achieve budgetary and staffing efficiencies.
Conflict of interest
I have no known conflict of interest to disclose.
Notes
1 For the purposes of this data set, distance learning is defined as a broader category of instruction encompassing online learning.
2 The SCS librarians consulted the courses' Canvas for enrollment figures, taking into account that the numbers are not always fully accurate as students who drop the course(s) are not immediately removed from the system.
3 It should be taken into consideration that some of these students (at least 4, as revealed in their comments) chose this response because they previously attended a live session with an SCS librarian.