Using iBooks and iPad apps to embed information literacy into an EFL foundations course

摘要

Purpose - This case study describes the collaborative process between library staff and faculty of embedding information literacy into an EFL (English as a Foreign Language) foundations (bridging) course through an information literacy matrix, iBooks and iPad apps. Design/methodology/approach - The study focuses on the approach taken to embed information literacy through iPads and iBooks through the development of an information literacy matrix and iPad activities created in collaboration with faculty in a foundations bridging course in an EFL environment. Feedback was sought from faculty on the content of the iBooks and the outcome of using them in the classroom. Findings - The embedding of information literacy into the curriculum though iPads and iBooks created new opportunities for library staff to collaborate with faculty and professional development opportunities for library staff. Feedback from faculty about the iBooks indicated that the "hands on" nature of the activities and the interactivity provided by the apps contributed to student engagement in the lessons. Literature on using mobile technology in education has also found that it fosters collaboration and interactivity in the classroom. Research limitations/implications - Further research is needed that assesses and gathers feedback from students regarding the usability of the iBooks from the students' perspective. This research fills a gap in the literature that explores using mobile technology, specifically iPads to develop information literacy curriculum. Practical implications - This case study can be used as an example of how to embed information literacy curriculum using iPads and iBooks into English foundations or bridging courses. Students and faculty will develop information literacy and technological skills through teaching and learning from these iBooks. Originality/value - There are currently only a few academic articles written on the use of iPads in the library. Most of these articles focus on reference services and one-shot instructional lessons. There are few academic articles that focus on using iPads and iBooks to embed information literacy into curriculum.