URN_NBN_SI_doc-1D4XMATL

International good practice in information literacy education   Knjižnica, 2018, 62 (1–2), 169–185 175 In general, good practice for IL education has sought to combine learning ap- proaches, including: –– didactic explanation (via text, video, animation, audio), with videos increas- ingly acceptable as an alternative to face-to-face presentation and text-based online instruction –– active learning exercises, individual or collaborative, short “one off” or longer duration –– resource evaluation, by checklist or by longer qualitative assessment –– information creation, reflective writing, creation of resource lists These have been delivered face-to-face, by online instruction, or by self-directed independent learning. A common structure is a two-part session, in which an initial didactic presentation is followed by an active learning component. In the online tutorial, a staple form of IL instruction since the 1990s, there has been a general move away from static text-based tutorials to those with more interaction and audio/visual content; the latter is typically more appealing to students, but does not necessarily result in better assessed learning outcomes. Good practice is now to include as much interaction, with the system, and collaboration, with other students, in online IL instruction, reflecting general pedagogical opinion on the value of active and social, collaborative, learning (Allan, 2016). There is no standardisation, or agreed best practice, in what software to use in producing IL learning materials. Much of the simpler material has been created using presentation software, such as Power point, Prezi or Adobe Flash, screen casting software such as Jing, or simply HTML or PDF creators. Interactive tutori- als have been created using a variety of software: Adobe Captivate and Camtasia Studio have been widely used, and the Articulate Studio and Storyline software is becoming popular. Gamification, using games in learning situations and introducing game-like ele- ments into instruction generally, has been found to be a good way of involving and enthusing students, and improving student engagement and learning (Lam- eras et al., 2017; Roozeboom, Visschedijk, & Oprins, 2017). Whatever form they take, IL games must be fully integrated into the rest of the course, and contribute in a useful way to the other things participants are doing; not a thing on their own, not a game for the sake of it. Developing an education game demands ex- pertise and considerable resources; many IL instructional ‘games’ are little more than conventional exercises with some form of scoring, and are poorly received by students (Allan, 2016; Markey, Leeder, & Rieh, 2014). Assessment has always played a part in most IL instruction, with a limited variety of methods used, and debates from the start as to which are most appropriate