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dc.contributor.authorNichols Hess, Amanda
dc.date.accessioned2014-09-05T19:57:35Z
dc.date.available2014-09-05T19:57:35Z
dc.date.issued2014-08
dc.identifier.citationHess, A. N. (2014). Online and Face-to-Face Library Instruction: Assessing the Impact on Upper-Level Sociology Undergraduates. Behavioral & Social Sciences Librarian, 33(3), 132-147.en_US
dc.identifier.urihttp://hdl.handle.net/10323/3126
dc.description.abstractOnline information literacy instruction: can it impact learning as effectively as face-to-face instruction? Using a quasi-experimental design, this study examined that in relation to upper-level sociology students; it also considered whether library instruction affected participants’ perceptions of learning formats’ (i.e., online or face-to-face) effectiveness and the academic library’s place in their research. Using a pretest/posttest design, no significant learning difference was found between the two instructional delivery formats. However, data suggested that instruction did impact online participants’ perceptions of the academic library as a place for research. Implications of this research and future directions for inquiry are discussed.en_US
dc.language.isoen_USen_US
dc.publisherRoutledgeen_US
dc.subjectonline learningen_US
dc.subjecte-learningen_US
dc.subjectinformation literacyen_US
dc.subjectsociologyen_US
dc.subjectundergraduate studentsen_US
dc.titleOnline and Face-to-Face Library Instruction: Assessing the impact on upper-level sociology undergraduatesen_US
dc.typeArticleen_US
dc.relation.journalBehavioral & Social Sciences Librarianen_US
dc.relation.departmentOU Librarieseng


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