Literature review: information literacy in blended learning in higher education
DOI:
https://doi.org/10.5195/biblios.2020.859Keywords:
Blended learning, Higher education, Information literacy, Information skills, Information problem solvingAbstract
Objetive. The main objective is to analyze the application of information literacy in the teaching and learning of higher education according to the blended modality, based on the review of specialized literature in the Web of Science and Scopus bibliometric databases.
Method. 18 documents were reviewed as a result of the application of a methodology that included the definition of search terms and variables, exclusion criteria, standardization and elaboration of research questions. The categories to be analyzed were organized according to the specific objectives and are the following: models and standards, teaching and learning modalities, technological environments and disciplines, without any geographical or temporal restrictions.
Results. The results show that most of the models and standards used are typical of information literacy, especially those established by the Association of College and Research Libraries (2000 and 2015); while only three are general and include some aspect of information literacy. Also, most documents include research in courses or academic programs, followed by studies on learning management systems. The predominant technological environments are learning management systems and virtual online learning environments. Finally, the disciplines are diverse, among which the information sciences, English, education, and information technology stand out with more research.
Conclusions. Blended learning implies a challenge for the application of information literacy in higher education, especially in terms of the instructional designs of courses or academic programs, the pedagogical models that support them and the appropriate technological environments.
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