Using assignment data to analyse a blended information literacy intervention: a quantitative approach

This research sought to determine whether a blended information literacy learning and teaching intervention could statistically significantly enhance undergraduates’ information discernment compared to standard face-to-face delivery. A mixture of face-to-face and online activities, including online...

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Bibliographic Details
Main Authors: Geoffrey L. Walton, Mark Hepworth
Format: Default Article
Published: 2013
Subjects:
Information systems not elsewhere classified
Library and information studies not elsewhere classified
Other information and computing sciences not elsewhere classified
Cognition
Critical thinking
E-learning
Information literacy
Online social network learning
Social media learning
Information Systems
Library and Information Studies
Information and Computing Sciences not elsewhere classified
Online Access:https://hdl.handle.net/2134/13123
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https://hdl.handle.net/2134/13123

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