Impact of multimedia on academic information literacy instruction in libraries

Abstract

This study investigates the impact of multimedia within academic information literacy in the higher education sector. It considers the recent information and communications technology boom, its effect on academic information literacy preferences, and how it has affected pedagogy. Finally, it discusses the current and future trends of the influence of multimedia on pedagogical instruction. A survey of higher education students in three countries – the UK, Kenya and India – was undertaken to understand the shift towards multimedia in libraries. The aim was to determine if behavioural attributes (academic or artistic, verbalisers or visualisers) and the university’s location impacted multimedia learning. The results of the study do not support the aptitude–treatment interaction theory. In the current context, different learners (academic or artistic) need different kinds of instruction to optimise their learning. However, the survey found that students’ nature did not influence their choice of method of instruction (verbal or video). It also revealed that the university’s location facilitated or hampered students’ learning capabilities.