Content and instructional design of MOOCs on information literacy: A comprehensive analysis of 11 xMOOCs
Information and Learning Sciences
ISSN: 2398-5348
Article publication date: 20 December 2018
Issue publication date: 15 May 2019
Abstract
Purpose
This paper aims to uncover the current status of information literacy (IL) instruction through massive open online courses (MOOCs), comparing the content and instructional design of existing offers and showing avenues for future MOOCs.
Design/methodology/approach
An extensive search for existing MOOCs on IL revealed 11 offers that are available for analysis. A content analysis is conducted to compare their content and instructional design. The category system is based on the IL standards and performance indicators of the Association of College and Research Libraries (2000), which has been supplemented with additional categories and an evaluation grid for MOOCs.
Findings
The results suggest first, that the topics covered by IL MOOCs differ widely. While some of the MOOCs mainly reflect the performance indicators suggested by the ACRL standards on IL from 2000, some other MOOCs focus on completely different topics such as fake news or internet security. Second, they show that MOOCs on IL tend not to emphasize subject-specific and country- or culture-specific contexts. Third, it shows that input-based teaching approaches dominate, while collaborative and interactive activities are only rarely used. Fourth, they allow drawing a possible connection between student engagement and design of the learning contents.
Research limitations/implications
This work reflects the current status of IL facilitation through MOOCs. Further research is needed.
Practical implications
The results confirm that MOOCs are a promising approach for developing IL skills and provide avenues for future MOOC projects, especially on IL.
Originality/value
This paper is one of few works to discuss IL facilitation through MOOCs.
Keywords
Acknowledgements
This work has been supported by the Erasmus+ Program of the European Commission (Grant Agreement No. 2016-1-AT01-KA203-016762). The European Commission support for the production of this publication does not constitute an endorsement of the contents, which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Citation
Dreisiebner, S. (2019), "Content and instructional design of MOOCs on information literacy: A comprehensive analysis of 11 xMOOCs", Information and Learning Sciences, Vol. 120 No. 3/4, pp. 173-189. https://doi.org/10.1108/ILS-08-2018-0079
Publisher
:Emerald Publishing Limited
Copyright © 2018, Emerald Publishing Limited