What makes these findings so interesting are the implications for pedagogy. If teachers wish to maximise the power of tablets and mobile devices, they should create contexts in which students are encouraged to be proactive in their study,
This article provides an overview of the design, implementation, revision and informal assessment of an information literacy curriculum embedded in a new University Foundations (UF) program at a mid-sized public university. The library information literacy sessions incorporated team-based learning and Process Oriented Guided Inquiry Learning (POGIL) elements using iPads. Each session provided students an opportunity to develop and apply information literacy skills, and included critical thinking questions which led students to think about underlying concepts. A focus group with the librarians assessed the UF library curriculum, its impact on student engagement, and the training activities for librarian teaching preparation.
V. Rivera-Pelayo, J. Munk, V. Zacharias, and S. Braun. Proceedings of the Third International Conference on Learning Analytics and Knowledge, page 23–27. New York, NY, USA, Association for Computing Machinery, (2013)
V. Rivera-Pelayo, V. Zacharias, L. Müller, and S. Braun. Proceedings of the 2nd International Conference on Learning Analytics and Knowledge, page 111–114. New York, NY, USA, Association for Computing Machinery, (2012)