Distributed Learning : Pedagogy and Technology in Online Information Literacy Instruction.

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Front Cover; Distributed Learning; Copyright Page; Contents; List of Contributors; Biography; Foreword; 1 Introduction; References; I. Foundations of Distributed Learning; 2 Literature Review of Online Learning in Academic Libraries; 2.1 Introduction; 2.2 Background; 2.3 Methodology; 2.4 Subject Distribution; 2.5 Technology; 2.6 Creation Technology; 2.7 Access Technology; 2.8 Learning Environments; 2.9 Challenges With Online Instruction; 2.10 Best Practices; 2.11 Assessment; 2.12 Methods of Delivery; 2.13 Collaboration With Faculty and Other Stakeholders; 2.14 Learning Outcomes.

2.15 Limitations2.16 Conclusion; References; 3 Using Theory and Practice to Build an Instructional Technology Tool Kit; 3.1 Introduction; 3.2 Theory: A Review of the Literature; 3.3 The Scholarship of Active Learning; 3.3.1 Active Learning in Library Instruction; 3.3.2 Limitations in Using Active-Learning Strategies; 3.4 The Scholarship of Effective Instructional Technology Use; 3.5 Desired Learning Outcomes: An Important Consideration; 3.6 Practice: Meaningfully Integrating Technology Tools in Information Literacy Instruction; 3.7 Remembering Information.

3.7.1 Alignment With Information Literacy3.7.2 Tools to Use; 3.8 Understanding Information; 3.8.1 Alignment With Information Literacy; 3.8.2 Tools to Use; 3.9 Applying Information; 3.9.1 Alignment With Information Literacy; 3.9.2 Tools to Use; 3.10 Analyzing Information; 3.10.1 Alignment With Information Literacy Standards; 3.10.2 Tools to Use; 3.11 Evaluating Information; 3.11.1 Alignment With Information Literacy Standards; 3.11.2 Tools to Use; 3.12 Creating Information; 3.12.1 Alignment With Information Literacy Standards; 3.12.2 Tools to Use; 3.13 Next Steps and Conclusions.

Appendix Technology Resources, Organized as Referenced in the ChapterReferences; II. Pedagogy; 4 Designing Online Asynchronous Information Literacy Instruction Using the ADDIE Model; 4.1 Background; 4.2 Instructional Design Models; 4.3 Dick and Carey; 4.4 Recursive Reflective Design and Development Model; 4.5 Four-Component Instructional Design; 4.6 Kemp; 4.7 Gagné; 4.8 ADDIE; 4.9 Implementation Using the ADDIE Model; 4.9.1 Analysis; 4.10 Design; 4.11 Development; 4.12 Implementation; 4.13 Evaluation; 4.14 Conclusion; References; Appendix 1: FYC Rubric; Appendix 2: FYC Pretest Survey Summary.

5 Enhancing Kuhlthau's Guided Inquiry Model Using Moodle and LibGuides to Strengthen Graduate Students' Research Skills5.1 Introduction; 5.2 Redesign Rationale; 5.2.1 Limitations of a One-Shot; 5.3 Curriculum Development for Distributed Learning Environment; 5.3.1 Kuhlthau's ISP Model; 5.4 Kuhlthau's Guided Inquiry Program for Information Literacy; 5.5 Online Zones of Intervention; 5.6 Technology; 5.6.1 Moodle CMS; 5.7 LibGuides; 5.8 Information Literacy Sessions Overview; 5.9 Session One: Topic Selection; 5.10 Session Two: Website Evaluation and Scholarly Sources.

5.11 Session Three: Database Searching.

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