Document Type

Article

Rights

Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence

Disciplines

Library science

Publication Details

Journal of Information Literacy (JIL), Volume 7 Issue. JIL is the journal of the CILIP Information Literacy group and it is a gold open access peer reviewed title.

Abstract

From June 2010 until the present, a suite of online reusable learning objects (RLOs) has been created by staff at the Technological University Dublin (ITT Dublin) library covering a range of information literacy (IL) competencies. These RLOs have helped to facilitate student transition from second to third level, advance IL and enrich the student learning experience. The purpose of this paper is to outline the development of these RLOs and how the resources have been shared, reused and repurposed to enhance IL progression. A review of recent literature explores some of the key issues around the creation of digital learning resources and best practice, as well as the pedagogical foundations on which the learning objects are built. The design, development and implementation of the RLOs and the collaborative working arrangements that the digital resources have helped to foster are also outlined and the authors examine the issues and challenges experienced by the project team during the course of the RLO development. The significant usage and substantial impact that the learning objects have had on student-centred education and the various evaluative mechanisms used to measure the effectiveness of the RLOs is discussed, as well as future development plans. These learning tools have promoted best practice in innovative delivery methods and added value to the wider higher education (HE) community in the Republic of Ireland through their sharing, dissemination and reuse as open educational resources (OERs) via the National Digital Learning Resources (NDLR) service. The paper is likely to be of particular relevance to academic library practitioners and teaching staff in Irish HE as it provides an overview and links to a suite of digital learning tools that can be used or adapted in other academic settings. In terms of originality, there is no evidence of any published literature within the context of Irish HE sector covering the development of RLOs to support IL initiatives and will inform future research on how learning objects can be used to support learning and teaching practice both in the Republic of Ireland and further afield.

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