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The Blackboard LMS supported weekly discussions focused on ethical information use, critical evaluation, collaboration among online community members, and knowledge construction through synthesis of course materials with learners’ prior experience. The program evolved with rapid information-delivery technology changes and was advanced via a university-wide information competence initiative and partner teaching in SSCI 3005, including targeted library services and course design for Stockton learners.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/online-discussion-in-a-hybrid-information-literacy-credit-course/602366/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/online-discussion-in-a-hybrid-information-literacy-credit-course/602366.png","ImageObject",300,407,{"name":92,"@type":93},"dawugda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did the course use Blackboard to support weekly learning activities?","Question",{"text":112,"@type":113},"Blackboard was used for accessing course curriculum and readings, receiving announcements, emailing within the course, viewing grades, and participating in weekly discussions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research and evaluation skills did students practice in SSCI 3005?",{"text":117,"@type":113},"Students surveyed diverse research resources, structured searches for relevance and precision, critically evaluated information, and used correct citation formats to document sources.",{"name":119,"@type":110,"acceptedAnswer":120},"Why was emphasis placed on electronic resources for students at the Stockton branch?",{"text":121,"@type":113},"Students at Stockton did not have access to an extensive print collection, so the course emphasized electronic resources available through the library access center.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602366,1792209670,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747870947,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Online Discussion in a Hybrid Information Literacy Credit Course  \nWarren N. Jacobs, California State University, Stanislaus  \nAbstract  \nThis article discusses how an instruction librarian created an online learning community of adult learners in a hybrid, credit bearing information literacy course. The Blackboard course management system was utilized for weekly course discussion on ethical issues involving the use of information to promote student engagement in the critical evaluation of information, collaboration with members of the online learning community, and construction of new learning through the synthesis of course curriculum with prior learning.  \nSince the opening of California State University, Stanislaus in 1960 (California State University [CSU], Stanislaus, 2006a), instruction librarians have taught adult learners to recognize their need for information, retrieve information efficiently and effectively from a wide array of resources, critically evaluate information, and use information ethically and legally for course assignments or lifelong learning (Association of College and Research Libraries [ACRL], 2000) . Due to the rapid advances in the technology used to deliver information, the library’s instructional program has evolved over the past decade to keep pace (Dupuis, 1999) .  \nSSCI 3005  \nIn 1995 , the CSU inaugurated the system wide Information Competence Initiative to encourage the collaboration of teaching faculty and instruction librarians in the integration of information literacy skills into the learning outcomes of all academic courses (Curzon, 2000; Rockman, 2003; Roth, 1999) . An annual competitive grant process results in an average grant of $5 ,000 to be used for faculty training, librarian release time, curriculum development, and the creation of credit courses, tutorials, and assessments (Curzon, 2000; Rockman, 2003; Roth, 1999) .  \nA partnership between the University Library and the Social Science department resulted in a successful collaboration in which instruction librarians teach SSCI 3005 , a semester long information literacy credit course open to any adult learner and required for all Social Science majors at CSU Stanislaus. Within SSCI 3005 , students survey a wide range of research resources including article databases, print and online reference sources, statistical information, government documents, Internet search engines, and Web sites. Students learn to structure searches to enhance the relevance and precision of results, critically evaluate information, and utilize correct citation format to document sources.  \nStockton  \nA section of SSCI 3005 meets at the university’s branch campus in Stockton, located over fifty miles from the main campus in Turlock. Stockton is a diverse city in California’s Central Valley, a rich agricultural region (City of Stockton, 2006) . 68% of Stockton’s 280 ,000 residents are recognized as minorities, with Hispanics identified as the largest demographic group with over 79 ,000 residents, one third of the city’s population (City of Stockton, 2007) .  \nAdult learners commute to a campus that is located downtown in a previously rundown, crime ridden area of the city that is now being redeveloped. Many students are the first generation of their family to strive fora college education. Students face a multitude of challenges that may include family and work  \nEducation Libraries Volume 30, No.2 Winter 2007 18  \nresponsibilities, low income, lack of access to computer technology and other needed support services, and a sense of isolation from the majority of students who take classes at the main campus in Turlock. Of the 8137 students enrolled at CSU Stanislaus in fall 2005 , 973 were identified as Stockton students. More than two thirds of the Stockton students were women, and over twenty percent were Hispanic (CSU Stanislaus, 2006b) .  \nStockton students receive library services through a library access center [ LAC] . The LAC contains a reference co","cbCaidnnqbFQD3VP","https://ap.wps.com/l/cbCaidnnqbFQD3VP","pdf",215401,"English","# Abstract\n## Hybrid information literacy course design\n## Information competence initiative and credit course structure\n## Stockton campus learner context\n## Library access services for Stockton students\n## Blackboard conversion and online participation requirements\n## Supporting online instruction, assessment, and integrity","[{\"question\":\"How did the course use Blackboard to support weekly learning activities?\",\"answer\":\"Blackboard was used for accessing course curriculum and readings, receiving announcements, emailing within the course, viewing grades, and participating in weekly discussions.\"},{\"question\":\"What research and evaluation skills did students practice in SSCI 3005?\",\"answer\":\"Students surveyed diverse research resources, structured searches for relevance and precision, critically evaluated information, and used correct citation formats to document sources.\"},{\"question\":\"Why was emphasis placed on electronic resources for students at the Stockton branch?\",\"answer\":\"Students at Stockton did not have access to an extensive print collection, so the course emphasized electronic resources available through the library access center.\"}]","Online Discussion in a Hybrid Information Literacy Credit Course | PDF",1792094550,23]