Integrating action learning into information literacy instruction in a cross-disciplinary blended learning environment

Abstract

The purpose of this action-based cross-disciplinary (library information literacy and library action service App) study is to link between classroom learning and service experience by integrating the four-stage service learning process and five-step problem-based learning into curriculum design. The study adopts a hybrid of qualitative and quantitative research approach to explore the effectiveness of innovation teaching in a flipped and online learning environment. The results support the design of the course successfully by cultivating students’ information literacy skills and their competence in problem-based learning and service learning in terms of self-growing, civic spirit, high-level critical thinking skills and collaborative learning.