Information literacy instruction in Chinese universities: MOOCs versus the traditional approach
Abstract
Purpose
The purpose of this paper is to discuss a teaching project and a series of systematic efforts to promote an information literacy instruction (ILI) module and transform it into a successful and well-established massive open online courses (MOOCs). Specifically, this paper provides not only a detailed description and discussion on these transformation processes, but also a comparative analysis of two very different teaching approaches.
Design/methodology/approach
This paper focuses on the ILI module in Wuhan University with a top-ranked Library and Information School in China. As a result, this module has been treated as a case study to investigate the transformation processes from a traditional module to MOOCs. Specifically, two research processes are scrutinized in this study, namely, analytic hierarchy process analysis and data analysis on the ILI MOOCs.
Findings
It has become evident that ILI is widely considered to be extremely important, not only for university students, but also for a large number of post-college professionals in various industries. Moreover, by using innovation and interactive online techniques, MOOCs have significantly improved the quality of ILI.
Practical implications
If a module is delivered to a large number of students, MOOCs are effective and convenient. To ensure a successful ILI course, this study describes a detailed procedure for transforming a traditional course to a ubiquitous, high-quality and interactive one.
Originality/value
This paper represents early attempts to develop MOOCs on ILI in China. In addition, experience and insight from this study are of interest to university educators and policy makers with implications beyond the Chinese educational system.
Keywords
Citation
Huang, R., Li, B. and Zhou, L. (2016), "Information literacy instruction in Chinese universities: MOOCs versus the traditional approach", Library Hi Tech, Vol. 34 No. 2, pp. 286-300. https://doi.org/10.1108/LHT-02-2016-0013
Publisher
:Emerald Group Publishing Limited
Copyright © 2016, Emerald Group Publishing Limited