Designing Blended Learning to Foster Students’ Digital Information Literacy: Developing an In(ter)vention

Authors

  • Bettina Kathrin Schwenger Unitec Institute of Technology

DOI:

https://doi.org/10.14297/jpaap.v5i1.247

Keywords:

digital literacy, information literacy, first year, intervention, embedded

Abstract

How to integrate online with face-to-face learning appropriately is an often-discussed question as New Zealand tertiary institutions increasingly offer blended learning. In this context, there is a need to develop students’ academic literacy, for example digital information literacy (DIL) as its significance for study (Feekery, 2013) and workplace (Bruce, 2004) success is well recognised. Embedding DIL in a blended learning course offers teachers options to create additional learning and practice opportunities for students. My research explores how blended learning design can support DIL, with a particular focus on the potential of online learning affordances. The article reports on the iterative process of creating an embedded digital information literacy (DIL) in(ter)vention aligned with the assessment in a first-year undergraduate course and focuses on the four online resources developed. The research is still in progress and this article therefore addresses the development process rather than the findings.

Author Biography

  • Bettina Kathrin Schwenger, Unitec Institute of Technology

    Bettina Schwenger is a Senior Lecturer at Te Puna Ako, Centre for Learning and Teaching at Unitec Institute of Technology, New Zealand, and a Senior Fellow of the Higher Education Academy, UK.

     

     

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Published

2016-12-20

Issue

Vol. 5 No. 1 (2017)

Section

On the Horizon

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