Will it Blend? Information Literacy Program Innovation Using Blended Learning Course Redesign Models

Abstract

Blended learning requires a fundamental course redesign to effectively integrate both face-to-face and online elements. Using a project management approach and course redesign models from the National Center for Academic Transformation (NCAT) in the U.S., McMaster University Library implemented a blended learning pilot in five large enrolment undergraduate classes with existing information literacy components, with the goal of enhancing learning outcomes and reducing face-to-face information literacy instruction across the library system by 50%. Using results from instructor focus groups and student online surveys, we will assess this innovation in terms of project management, learning outcomes, workload, technologies and partnerships.