This case study reports on the process for creating a self-paced non-credit information literacy (IL) course delivered via a university's course management system. The four online modules are designed to contextualize information literacy competencies within the curriculum taught in First Year Seminar (FYS) courses. The meta-course approach changes the model of delivery of instruction for IL from a traditional face-to-face “one-shot” session to a hybrid model, with the responsibility for content delivery shifting from the librarian to the instructor of the FYS course.
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Megan Johnson (2017) studied this question.
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