Health sciences information literacy in CMS environments: learning from our peers

Abstract

Purpose

With academic institutions' adoption of Course/Learning Management Systems (CMS), librarians are increasingly providing content through this delivery method. This study aims to identify practical information for librarians considering CMS content development or re-evaluation of online offerings.

Design/methodology/approach

Academic libraries with health sciences information literacy programs within CMS were examined through a literature review and then queried through an online survey. Trends and issues identified within the literature were utilized to develop the survey. Collected data was analyzed to determine how librarians incorporate CMS into information literacy. Analysis focused on strategies used in development and delivery, benefits and challenges of CMS and pairing its content with traditional instruction methods.

Findings

An overarching theme is the ease and accessibility of CMS, especially for distance learners and those with time restrictions. However, although online tools and learning spaces are readily available and beneficial, librarians maintain in-person instruction. A shift from primarily positive published reports by early adopters to more constructive feedback that stems from longer-term CMS experience is identified. Assessment practices of online library instruction need additional attention to provide a more robust approach.

Originality/value

This unique examination of the last ten years of publications focusing on information literacy librarians' CMS activity is paired with a broad, updated examination of current trends. It identifies best practices related to time commitment, faculty relationships, and assessment for implementation in CMS environments and the importance of utilizing blended learning strategies.

Citation

Lyons, T. and Warlick, S. (2013), "Health sciences information literacy in CMS environments: learning from our peers", The Electronic Library, Vol. 31 No. 6, pp. 770-780. https://doi.org/10.1108/EL-06-2012-0063