Alison Weightman|Damian J. J. Farnell|Delyth Morris|Heather Strange|Gillian Hallam
A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views
Cardiff University|Cardiff University|Cardiff University|Cardiff University|University of Queensland
abstractx0d x0d objective evidence systematic reviews decade ago suggested facetoface online methods provide information literacy training universities equally effective terms skills learnt lack robust comparative research objectives review 1 update findings inclusion recent primary research 2 enhance summary existing evidence including studies blended formats components online facetoface teaching compared single format education 3 explore student views various formats employedx0d x0d methods authors searched seven databases along range supplementary search methods identify comparative research studies dated january 1995 october 2016 exploring skill outcomes students enrolled higher education programs 33 studies included 19 also contained comparative data student views feasible metaanalyses carried provide summary estimates skills development thematic analysis completed identify student views across different formatsx0d x0d results large majority studies 27 33 82 found statistically significant difference formats skills outcomes students 13 studies could included metaanalysis standardized mean difference smd skill test results facetoface versus online formats 001 95 confidence interval 028 026 ten studies comparing blended single delivery format seven 70 found statistically significant difference formats remaining studies mixed outcomes limited evidence available across studies potential dichotomy outcomes measured via skill test assignment course work worthy investigation thematic analysis student views found preference relation format range measures 14 19 studies 74 remainder identified students perceived advantages disadvantages format overall preferencex0d x0d conclusions compelling evidence information literacy training effective well received across range delivery formats research looking blended versus single format methods time implications well comparing assignment skill test outcomes would valuable future studies adopt methodologically robust design randomized controlled trial large student population validated outcome measures