Integrating information literacy into Blackboard. Librarian‐faculty collaboration for successful student learning
| Pages | 654-668 |
| Published date | 26 October 2010 |
| DOI | https://doi.org/10.1108/01435121011093423 |
| Date | 26 October 2010 |
| Author | Judy Xiao |
| Subject Matter | Library & information science |
Integrating information literacy
into Blackboard
Librarian-faculty collaboration for successful
student learning
Judy Xiao
College of Staten Island, The City University of New York,
Staten Island, New York, USA
Abstract
Purpose – The purpose of this article is to describe a creative library orientation program utilizing
Blackboard to help nursing students develop information literacy and successfully complete a cultural
research paper.
Design/methodology/approach – Information literacy components and course-specific library
resources are integrated seamlessly into NRS 110 Blackboard course. The students attend a one-hour
library orientation and continue to receive research assistance from the librarian via Blackboard.
Surveys are conducted to help evaluate the program’s effectiveness.
Findings – Results suggest that librarian-faculty collaboration in integrating information literacy
and course-specific library resources into Blackboard courses is an effective way to improve library
instruction and student learning.
Practical implications – The article offers a model for incorporating information literacy and
course-specific library resources into faculty Blackboard courses.
Originality/value – The study will be of particular value to librarians looking to use LMS such as
Blackboard to enhance traditional library instruction.
Keywords Information literacy,Nursing, E-learning
Paper type Case study
Introduction
Learning management systems (LMS) such as Blackboard and WebCT are prevalent
across college campuses in the USA. According to Market Data Retrieval in its 2006
research report The College Technology Review, 92 percent of the institutions use a
course management system, with Blackboard (47 percent) being the most popular,
followed by WebCT (30 percent). At the City University of New York (CUNY),
Blackboard is the standard courseware for the University’s 23 campuses. CUNY, the
nation’s major urban public university, serves about 250,000 full and part-time degree
students. Every CUNY course comes with a Blackboard course shell for the instructor
to adopt. To make the most effective impact on student learning, it is essential that
librarians collaborate with faculty on courses on Blackboard and other LMS platforms
(Black, 2008; Jackson, 2007).
Information literacy education has become a core activity at academic libraries in
the USA. Innovative programs have been developed to promote information literacy to
ensure student success as lifelong learners. Academic institutions’ support of LMS as a
teaching and learning tool and its increased adoption by instructors have provided
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/0143-5124.htm
LM
31,8/9
654
Received 9 February 2010
Revised 11 April 2010
Accepted 17 April 2010
Library Management
Vol. 31 No. 8/9, 2010
pp. 654-668
qEmerald Group Publishing Limited
0143-5124
DOI 10.1108/01435121011093423
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