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Information literacy instruction in Chinese universities: MOOCs versus the traditional approach

Document Cited in Related
DOIhttps://doi.org/10.1108/LHT-02-2016-0013
Date20 June 2016
Published date20 June 2016
Pages286-300
AuthorRuhua Huang,Baiyang Li,Lihong Zhou
Information literacy instruction
in Chinese universities: MOOCs
versus the traditional approach
Ruhua Huang
Center for Studies of Information Resources, Wuhan University,
Wuhan, China, and
Baiyang Li and Lihong Zhou
School of Information Management, Wuhan University, Wuhan, China
Abstract
Purpose –The purpose of this paper is to discuss a teaching project and a series of systematic efforts
to promote an information literacy instruction (ILI) module and transform it into a successful and well-
established massive open online courses (MOOCs). Specifically, this paper provides not only a detailed
description and discussion on these transformation processes, but also a comparative analysis of two
very different teaching approaches.
Design/methodology/approach –This paper focuses on the ILI module in Wuhan University with
a top-ranked Library and Information School in China. As a result, this module has been treated as a
case study to investigate the transformation processes from a traditional module to MOOCs.
Specifically, two research processes are scrutinized in this study, namely, analytic hierarchy process
analysis and data analysis on the ILI MOOCs.
Findings –It has become evident that ILI is widely considered to be extremely important, not only for
university students, but also for a large number of post-college professionals in various industries.
Moreover, by using innovation and interactive online techniques, MOOCs have significantly improved
the quality of ILI.
Practical implications –If a module is delivered to a large number of students, MOOCs are effective
and convenient. To ensure a successful ILI course, this study describes a detailed procedure for
transforming a traditional course to a ubiquitous, high-quality and interactive one.
Originality/value –This paper represents early attempts to develop MOOCs on ILI in China.
In addition, experience and insight from this study are of interest to university educators and policy
makers with implications beyond the Chinese educational system.
Keywords Information retrieval, Higher education, Education technology,
Information literacy instruction, Library science education, Massive open online course
Paper type Case study
1. Introduction
Information literacy (IL) is an essential set of skills (Association of College and
Research Libraries, 2000), with which information seekers can “recognize when
information is needed and have the ability to locate, evaluate and use effec tively the
needed information”(American Library Association, 1998). Chartered Institute of
Library and Information Professionals (2012) further noted that IL skills enab le us to
understand when and why information is needed, how to access and evaluate the
information resources available as well as how to use and communicate the information
in an ethical manner.
In today’s information society, with the explosion of information and information
resources as well as the ubiquitous application of information technologies, IL is
considered the basis for life-long learning (Brown et al., 2003), common to all disciplines,
Library Hi Tech
Vol. 34 No. 2, 2016
pp. 286-300
©Emerald Group Publishing Limited
0737-8831
DOI 10.1108/LHT-02-2016-0013
Received 29 October 2015
Revised 3 February 2016
19 April 2016
5 May 2016
Accepted 6 May 2016
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0737-8831.htm
286
LHT
34,2

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