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- W1599557971 abstract "In last decade, a major trend in instructional delivery on many campuses has been development and implementation of online courses or tutorials of information literacy. These offerings have unique characteristics, opportunities, and challenges for both learner and teacher. In this article, Barbara Wittkopf reviews current practice at many universities throughout country and premises behind these offerings. She then describes a case study of implementation at Louisiana State University (LSU) Libraries. Wittkopf is reference and instruction librarian at LSU, and has had a long and distinguished career in instruction, serving as chair of Association of College and Research Libraries (ACRL) Instruction Section in 1987-88 and as editor of Research Strategies from 1990-97. She is currently a member of Louisiana Board of Regents Services for Distance Learning Students Committee.--Editors Online courses are becoming more and more popular as more students elect to take courses at a distance. According to National Center for Education Statistics, 7.6 percent of undergraduate population participated in distance education classes at postsecondary institutions in 1999-2000--and that probably excludes many that are not so formally designated. Of those, 60.1 percent took classes on Internet, 39.3 percent through prerecorded audio or TV, 37.3 percent through live audio or TV, and 29 percent through an entire program. Those who were more satisfied or equally satisfied with their distance education classes totalled 69.7 percent; 29.6 percent were less satisfied. (1) Although National Center for Education Statistics reports that less than 10 percent of undergraduate population is participating in distance education classes, a Pew Internet Project report indicates that students prefer to find information online. The Pew report, released in September 2002, discusses implications of college students' Internet use for The report concludes that the degree to which college students use Internet as an information and reference source suggests that they will very likely continue to turn to Internet for information in future. (2) They will also be well prepared to work in a wired world, virtually all of them will have experience with e-mail and Web, and most will be familiar with a wide variety of software packages and some online collaboration. Librarians can work with faculty to take advantage of these skills and preferences in designing meaningful online information literacy courses that will help students learn how to learn and to become lifelong learners. This article describes reasons why one library chose to move solely from a face-to-face credit course to one that includes an online course as an option, reviews current practice of online courses across country, and provides a case study of implementing an online course. Using Standards to Support Revision The new and emerging trend of development or revision of a wide variety of standards and guidelines has provided an opportunity for many libraries to revisit their curriculum and its design and gain validated support for their programs. (3) The ACRL Information Literacy Competency Standards, adopted in 2000, unquestionably began discussion between librarians of revision for many courses throughout country, but it is probably accurate to say that Louisiana State University's library is no different than many in that no matter how excellent national documents, in practice statements that have most impact on campuses are often regional or state mandates of accreditation and action rather than national goals of direction. (4) In case of LSU, regional and state guidelines provided a good impetus to consider curricular change, in 2001, Southern Association Schools and Colleges approved a revision of their Principles of Accreditation. …" @default.
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- W1599557971 date "2003-09-01" @default.
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- W1599557971 title "Recreating the credit course in an online environment: Issues and concerns" @default.
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