Asynchronous learning experiences in the Canvas LMS for information literacy in the community college setting

Abstract

A lack of fundamental information literacy skills for college students can be a barrier to academic success. This study sought to investigate how the availability of asynchronous and mobile-friendly learning modules in Canvas impacts students' information literacy learning and to improve students' information literacy skills at a community college in California. In collaboration with faculty, the instruction technologist, counselors, and other librarians, a platform of asynchronous and self-contained information literacy modules was developed in the Canvas LMS. Participants and data collected in Cycle 1 consisted of interviews with early platform users and a survey of student opinions on information literacy. Cycle 2 Action Steps were designed, implemented, and evaluated to understand the efficacy and shortcomings of the information literacy platform and to clarify the outlook for the asynchronous information literacy platform. Participants in Cycle 2 included the Writing Center Director and students. Data collected included student learning outcomes and assessments, satisfaction ratings, one interview, and demographic/descriptive data. The Action Steps were: 1) Collaborate with students to identify new information literacy learning opportunities, 2) Collaborate with English faculty to embed information literacy modules, 3) Investigate the Writing Center's use of information literacy modules. This study found that leveraging the existing technology of the Canvas LMS is a pragmatic and effective approach to extending information literacy beyond the physical classroom that facilitates embedding scaffolding of information literacy learning that may contribute to student success. Implications for the organization included the normalization of Canvas as the place students learn, the potential for future partnerships to embed and scaffold learning, and the need to invest in technology that allows for cross-department tracking of student learning.--Author's abstract