Blended learning opportunities: skills for working with primary sources


  • Zoe Enstone York St. John University



foundation year, blended learning, interdisciplinary, information literacy, object-based learning, primary sources, transition to university, academic skills


Abegglen, S., Burns, T. and Sinfield, S. (2019) 'It’s learning development, Jim – but not as we know it: academic literacies in third space', Journal of Learning Development in Higher Education, Issue 15, November, pp.1-19.

Allan, B. (2007) Blended learning: tools for teaching and training. London: Facet.,

Boyle, J., Ramsay, S. and Struan, A. (2019) ‘The academic writing skills programme: a model for technology-enhanced, blended delivery of an academic writing programme’, Journal of University Teaching & Learning Practice, 16(4), pp.1-12.

Brewer, G. D. (1999) ‘The challenges of interdisciplinarity’, Policy Sciences, 32, pp.327-337.

Carini, P. (2016) 'Information literacy for archives and special collections: defining outcomes', portal: Libraries and the Academy, 16(1), pp.191-206.

Chatterjee, H. J., Hannan, L. and Thomson, L. (2015) ‘An introduction to object-based learning and multisensory engagement’, in Chatterjee, H. J. and Hannan, L. (eds.) Engaging the senses: object-based learning in higher education. London: Routledge, pp.1-20.

Chivers, E. (2019) 'The trials and tribulations of transition into foundation year study', Journal of the Foundation Year Network, 2, pp.69-78.

Enstone, Z. and Newman, M. (2015) ‘Forming firm foundations: integrating interdisciplinarity in the arts and humanities’, in Fraser, L and Mas Giralt, R. (eds.) It’s all adult education: Proceedings of 44th Annual Conference. Leeds: Lifelong Learning Centre, University of Leeds, in conjunction with the Standing Conference on Teaching and Research in the Education of Adults, pp.153-159.

Fola-Adebayo, T. J. (2019) ‘Perceptions of undergraduates on the relationship between exposure to blended learning and online critical literacy skills’, Reading & Writing, 10(1), pp.1-9.

Hicks, D. and Beaudry, M. C. (2010) 'Introduction: material culture studies: a reactionary view', in Hicks, D. and Beaudry, M. C. (eds.) The Oxford handbook of material culture studies. Oxford: Oxford University Press, pp.1-24.

Jarosz, E. E. and Kutay, S. (2017) 'Guided resource inquiries: integrating archives into course learning and information literacy objectives', Communications in Information Literacy, 11(1), pp.204-220.

Johnston, B. and Webber, S. (2003) ‘Information literacy in higher education: a review and case study’, Studies in Higher Education, 28(3), pp.335-352.

Jones, N. and Lau, A. M. S. (2010) ‘Blending learning: widening participation in higher education’, Innovations in Education and Teaching International, 47(4), pp.405-416.

Nikou, S., Aavakare, M. (2021) ‘An assessment of the interplay between literacy and digital technology in higher education’, Education and Information Technologies, 26, pp.3893–3915.

Park, J.-Y. and Son, J.-B. (2010) ‘Transitioning toward transdisciplinary learning in a multidisciplinary environment’, International Journal of Pedagogies and Learning, 6(1), pp.82-93.

Shapiro, J. J. and Hughes, S. K. (1996) 'Information literacy as a liberal art: enlightenment proposals for a new curriculum', Educom Review, 31(2), np.

Sheehy, B., Sandstrom, M. and Heeg, J. (2021) ‘Coming together through object-based learning in a pandemic’, The Councilor: A Journal of the Social studies, 82(1), np.

Tang, C. M. and Chaw, L. Y. (2016) ‘Digital literacy: a prerequisite for effective learning in a blended learning environment?’, Electronic Journal of e-Learning, 14(1), pp.54-65.

Wang, L. (2007) ‘Sociocultural learning theories and information literacy teaching activities in higher education’, Reference & User Services Quarterly, 47(2), pp.149-158.

Warren, D. (2002) ‘Curriculum design in a context of widening participation in higher education’, Arts and Humanities in Higher Education, 1(1), pp.85-99.

Weightman, A., Farnell, D., Morris, D., Strange, H. and Hallam, G. (2017) 'A systematic review of information literacy programs in higher education: effects of face-to-face, online, and blended formats on student skills and views', Evidence Based Library and Information Practice, 12(3), pp.20-55.




How to Cite

Enstone, Z. (2021) “Blended learning opportunities: skills for working with primary sources”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.668.