Blogging toward information literacy : engaging students and facilitating peer learning
Date of Issue2009
Purpose – The purpose of this paper is to describe how a course-integrated blog is used to facilitate the learning of information literacy skills. It also reports on how the effectiveness of the blog is evaluated. Design/methodology/approach – The blog is made the centerpiece of library support offered to a first-year politics course. With the support of the faculty member involved, students are required to post answers to weekly library research skills questions posted to the blog. The quality of student responses is examined using a simple assessment rubric. Also, a survey is administered to students to determine perceived usefulness. Findings – The evaluation of blog posts shows that the quality of answers is generally very good. Students put effort into their responses and most give accurate and thorough answers. The results of the survey indicate that most students feel the blog is useful to their learning, both in terms of general information skills, and in terms of helping research the term paper for the course. Research limitations/implications – These results reflect just one course at a single university, therefore it is not possible to use the findings to make generalizations. The study could serve as a starting point for further inquiry into the evaluation of blogs as a support tool. Originality/value – While others have reported on using blogs in a similar manner, this study also attempts a thorough evaluation of the efficacy of the blog in helping students learn. Given the positive results of this evaluation, librarians could consider using blogs and other Web 2.0 tools to engage students in their own learning.
Reference services review
© 2009 Emerald Group Publishing Limited. This is the author created version of a work that has been peer reviewed and accepted for publication by Reference Services Review, Emerald Group Publishing Limited. It incorporates referee’s comments but changes resulting from the publishing process, such as copyediting, structural formatting, may not be reflected in this document. The published version is available at DOI: [http://dx.doi.org/10.1108/00907320911007001 ].