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Online information: the spider's sticky web.
Abstract
This case study examines the online experiences of nine participants and two faculty members involved in an undergraduate level course examining information literacy in an online learning environment. Participants took part in diverse evaluative Internet searches, and were then asked to examine and reflect on these techniques. They also considered ways in which they could integrate similar authentic processes of information access and dissemination into their own teaching strategies. Participants recognised the value of the asynchronous online discussion, and found that this had helped them to develop a deeper level of learning by providing the ...
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