URN_NBN_SI_doc-1D4XMATL

Lyn Robinson, David Bawden 174 Knjižnica, 2018, 62 (1–2), 169–185 for example IL instruction for specific academic subjects. The ILO project will develop such subject-specific materials for business administration (by Univer- sity of Graz participants) and for psychology (University of Zadar participants). 3 Frameworks and methods for teaching and learning It seems that IL instruction has made very little use of explicit pedagogical frame- works. Certainly, no single pedagogical framework has been widely used in the creation of IL learning materials. Rather, a variety of frameworks have been used, seemingly ad hoc , for both the creation and the application of IL materials, among them Biggs’ constructive alignment pedagogy, Bloom’s taxonomy of educational objectives, Honey Mumford learning styles, and Kolb’s experiential learning style theory. Despite criticism of the uncritical use of learning styles in particular, it seems that this kind of pedagogical framework has value for IL instructional de- sign. At the least, it reminds designers not to rely on a limited range of learning activities, but to try to provide activities to suit all learners. Our recommendation for the ILO project was to use Bloom’s taxonomy as a general framework, and to use learning styles considerations in planning for a good mix of activities. A wide variety of methods have been used in the teaching of IL, and much has been written about them, though mainly in the context of face-to-face classes (see, for example, Blanchett, Powis, & Webb 2011; Burkhardt, 2016). Even con- sidering only online provision, “the variety of methods employed illustrates that there is no magic bullet approach to IL” (Reichart & Elvidge, 2015, p. 146). Such comparative studies as have been done find little demonstrable difference in ef- fectiveness between particular instructional methods, on between face-to-face and online delivery, and between online instruction with different degrees of interaction. Koufogiannakis and Wiebe (2006) distinguished five information literacy teach- ing methods. Rephrased slightly, they are: –– traditional instruction (instructor led, didactic, passive) –– online tutorial/workbook instruction (didactic, passive) –– active learning (instructor takes a facilitator role) –– learner-centred (focus on each student’s individual needs) –– self-directed learning (independent, student takes responsibility) All these modes may now be delivered online, provided there are adequate means for online interaction.