共查询到20条相似文献，搜索用时 31 毫秒
1.
Rozalynd P. Anderson Steven P. Wilson Felicia Yeh Betty Phillips Mary Briget Livingston 《Medical reference services quarterly》2013,32(4):406-418
ABSTRACT In a 2007 study, librarians at the University of South Carolina School of Medicine Library examined freely available online tutorials on academic medical library Web sites. The team identified tutorial topics, determined common design features, and assessed elements of active learning in library-created tutorials; the team also generated a list of third-party tutorials to which medical libraries link. This article updates the earlier study, describing changes and trends in tutorial content and design on medical libraries' Web sites; the project team plans to continue to track trends in tutorial development by repeating this study annually. 相似文献
2.
Three academic librarians from different departments at the Auraria Library—instruction, systems, and technical services—share a common methodology to teach students, academic faculty, and colleagues. These librarians use screencasting as an essential and creative technique to instruct all users. Patrons receive greater value when the authors sacrifice perfection and respond immediately to on-campus and distance learners' needs with short and rapidly-produced online tutorials. This article presents guidance and rationale for creating, evaluating, and publicizing similar tutorials. 相似文献
3.
《The Reference Librarian》2013,54(83-84):175-182
SUMMARY Reference librarians at St. Charles Community College discovered the benefits of cooperation when they began the process of creating an online library tutorial. In the fall of 1999, librarians realized that their walk-in library sessions were becoming ineffective due to poor attendance by students. The tours didn't fit into on-campus students' busy schedules, and failed to serve distance students at all. Two reference librarians decided to work together to create a web-based tutorial introducing students to library online resources. It was an informal process that started with information gathering on what tutorials exist, how they were developed and what type of software was used. After the librarians decided on the format and appropriate software, they brought together their creative and technical strengths to design an appealing and functional tutorial. To create a “virtual tour” of the library's physical layout, the librarians also collaborated with the Instructional Support Center, a group of educational technology specialists who are part of SCC's community college consortium. The tutorial was completed in only a year, partly because working in a small library allows for constant contact between the librarians, but also due to the efficiency of using cooperation. This successful collaborative project eventually won the Missouri Community College Association's 2001 Technology Innovation Award. 相似文献
4.
《The Journal of Academic Librarianship》2022,48(3):102522
Academic librarians have utilized video tutorials for many years, however, the videos may not be useful or usefully shared. Cognitive theory of multimedia learning (CTML) provides evidence-based design principles for librarians to create instructional videos that can expand reference support. Meaningful learning through video can be uniquely integrated into students' academic experience. The author applied CTML to videos on course assignments and then utilized the learning management system to send them to students enrolled in the course. This study builds upon the evidence-based conclusions of CTML and contributes an innovative way to integrate reference into the student experience. This is an important contribution as librarians seek to scale and expand reference support to in-person, online, and hybrid learning environments. 相似文献
5.
ABSTRACT Librarians at the University of Central Missouri were invited to provide research assistance for an online history course delivered through the Blackboard course management system. In consultation with the course instructor, it was decided that we would serve as “embedded librarians,” offering online tutorials on library resources and providing research assistance to students as they worked on a short research paper assignment. Our experiences with the course instructor and with students have provided us with some clear insights into the particular challenges that librarians face in an online course environment. 相似文献
6.
《Journal of Web Librarianship》2013,7(4):493-509
ABSTRACT Many academic librarians use online information literacy tutorials as an alternative or a supplement to in-class library instruction. Tutorials created with streaming media software such as Camtasia Studio have become increasingly popular. Librarians at a mid-sized Midwestern university have created several such tutorials demonstrating various library resources. The value of streaming-media tutorials is supported by key learning theories such as cognitive load theory, dual coding theory, and multimedia learning theory. However, studies measuring the impact of online tutorials on student learning of information-literacy skills have shown mixed results. The authors tested the effectiveness of an online information literacy tutorial on a group of undergraduate business students. About 140 students in three undergraduate finance classes rated a Value Line online tutorial. Students were also invited to complete a follow-up survey online with Blackboard. This survey measured student knowledge retention of Value Line and interest in online tutorials. The results showed that while students viewed the tutorial positively, they preferred face-to-face instruction from a librarian. Also, while most students could locate the proper links in Value Line, only 30 percent were able to successfully look up a company. Indicators point to a future for online instruction coexisting with, yet not replacing, traditional classroom library instruction. 相似文献
7.
ABSTRACT Librarians can replace or supplement traditional in-class instruction with course-specific online tutorials. The literature demonstrates how tutorials customized for specific courses are more beneficial than tutorials on basic research skills. Many authors discuss creating online tutorials but do not design one devoted to a specific course. With increasing demand for instruction services, online tutorials can ease staffing concerns prevalent at many libraries and otherwise enhance the quality of instruction and its application to varied learning styles. Using the Blackboard course management system, the authors created an online tutorial tailored to the required World Civilizations course at the University at Buffalo. The tutorial incorporated elements of successful online tutorials described in the literature: clear terminology, a quiz for self-assessment, opportunities for active learning, and individual e-mail feedback between students and librarians, and applied them to a specific course. The authors discuss student and librarian reaction to the tutorial and make recommendations for how the tutorial can be improved and implemented in everyday instruction services. 相似文献
8.
As academic libraries create online learning objects, it is important to consider whether such resources actually reach and answer the questions of intended users. This study considers three points of inquiry for one academic library: How its users make their way to the library's tutorials; user preference for searching or browsing for resources, when given both modes of access; and the kinds of online learning objects or tutorials users are seeking. A close examination of Web analytics and users’ search terms within the tutorials interface helped to illustrate patterns of access and highlighted users’ needs for tutorials and online learning objects. 相似文献
9.
Librarians are conducting instruction sessions outside the traditional classroom setting using online tutorials with increasing frequency. Online tutorials seem like an obvious solution to meet the growing need for instruction to users in a time when resources are shrinking. Can librarians effectively teach library skills using an online tutorial? Approximately 300 students enrolled in an undergraduate psychology course at the University of South Florida Tampa Campus attended either a library research class or completed an online tutorial as part of their coursework. Participants were given a post-test and were surveyed about their confidence levels and preferred method of library instruction. Analysis of the test scores indicated that there was no significant difference in the learning outcomes between in-person and online library instruction. The majority of students indicated a preference for online instruction over classroom instruction. A rise in confidence levels was noted across both groups. 相似文献
10.
《Journal of Web Librarianship》2013,7(3):199-216
In the digital era, information literacy skills enable users to locate and use online materials effectively. One persistent library service for libraries is providing skills training to students. This article traces the creation of online library instructional tutorials, currently referred to as digital learning objects, in academic libraries. It isolates the factors that improve the success of these learning tools, including knowledge of the tutorials’ purpose and potential, collaboration with other individuals, the use of standards, student engagement, and evaluation. The literature review also illustrates the incorporation of multimedia learning theories and assessment strategies in these tutorials. By developing appropriate learning tools, librarians offer services aimed at meeting user needs while reducing time and resource demands on library staff. 相似文献
11.
Susan E. Montgomery 《College & Undergraduate Libraries》2013,20(2):162-175
AbstractHigh-impact practices (HIPs) have been adopted on college campuses to enhance student learning. The academic library provides services and space contributing to learning at its institution. Librarians conduct space research to learn how the library building can better serve its users. Library space assessment is one way for librarians to engage with faculty and students to create an HIP in the library. This article is a case study of a collaboration between a librarian and a sociology professor to design an observational study. It demonstrates how librarians can contribute to HIPs at their institution by involving students in meaningful research. 相似文献
12.
The library literature evaluating the efficacy of online tutorial methods and delivery tools is a valuable resource for librarians looking for information to inform their choices for developing asynchronous online instruction. This literature, however, examines a wide variety of delivery tools, methods, and student populations. As a result, it is difficult to draw definitive conclusions about any one tutorial tool or method. This article compares selected research and concludes that the consensus in the literature suggests that applying adult learning principles to library tutorials has a larger impact on effective online instruction than the individual tool. 相似文献
13.
ABSTRACT At a time in our economy when library budgets are strained and staffing is under the microscope, librarians need to reassess and retool their library services for online students to provide quality, depth, and community without causing meltdown. The authors analyze some of the retooling undergone at their library to meet the shifting demographics of students who in 10 years have grown from 1,000 online students to 14,500 and increased to 65% of the students now taking online classes. To meet this challenge, the library centralized library services by closing the regional Library Information Centers and established a Multimedia Department focused on developing tutorials and online training materials, established an outreach librarian position, and worked with reference and instruction librarians to expand their roles as liaisons to the various academic programs. The library is learning to work smarter, not necessarily harder, and much leaner. 相似文献
14.
Robert Miller Edward O’Donnell Neal Pomea Joseph Rawson Ryan Shepard Cynthia Thomes 《图书馆管理杂志》2013,53(7-8):830-856
ABSTRACT At University of Maryland University College (UMUC), librarians have designed and led a number of multiday, asynchronous online workshops for faculty. The workshops teach faculty how to meet information literacy goals in the virtual classroom. Through hands-on activities and discussion among their colleagues, participants in the faculty workshops learn about the university's information literacy standards, library resources and services, free Web tools, and how best to design class assignments involving library research. Library-led faculty workshops at UMUC have increased library visibility and furthered collaboration between faculty and librarians. This article discusses 5 workshops, detailing workshop content and logistics and demonstrating how librarians can help distance faculty further information literacy goals for students. 相似文献
15.
《The Reference Librarian》2013,54(67-68):243-256
Summary Electronic library services and myriad online resources are shifting the roles and workloads of academic reference librarians. Reallocation of staffing through a differentiated reference desk service model provides time to author curriculum-centered online research guides and tutorials, bibliographies, and webliographies. The expanding electronic information environment also opens new opportunities for teaching partnerships with university faculty. This article showcases a librarian's collaborative work with a history professor, noting student benefits/reactions and implications for future collaboration. 相似文献
16.
Beth E. Tumbleson 《The Reference Librarian》2013,54(3):224-234
Academic librarians engage students in the learning management system to provide information literacy instruction and answer individual reference questions related to scholarly research. When collaborating with faculty, embedded librarians deliver the library’s authoritative electronic resources to students working on research projects. Trends in academic publishing and technological innovations make possible online search for a generation reliant on mobile devices. Although students are able to access much digital content available through academic libraries and open access initiatives, they still appreciate guidance from embedded librarians who visit their learning management system courses to explain the complexities of scholarly research and suggest solutions. 相似文献
17.
《The Journal of Academic Librarianship》2022,48(4):102528
The means through which the university libraries provide access to electronic resources (e-resources) for their patrons and the way they operate could be enhanced through an authentication system. Such a system can help address the challenges of seamless access to e-resources for patrons, and can also provide information for university librarians to further understand and explore patrons' demands. The purpose of this study was to investigate the perception gap (i.e., importance and satisfaction) of university librarians regarding authentication services, and their attitudes towards the visualization of online libraries' usage logs. Moreover, this study developed a dashboard platform to visualize readers' behavior when using online resources and to understand university librarians' attitudes towards the library statistics dashboard. As a result, it was found that one system quality attribute and two information quality attributes were identified as high priorities for the intervention. University librarians gave positive feedback on the library statistics dashboard that can present visualizations of the authentication logs to further explore patron behavior of using e-resources. This also shows that the results can help identify strategic focus areas to evaluate authentication systems and library statistics dashboard as alternative technologies to assist university librarians in exploring patrons' e-resource usage behaviors. 相似文献
18.
Tara E. Murray 《图书馆管理杂志》2013,53(4):479-487
ABSTRACTSpecial librarians encourage their users to base decisions on vetted research results and quality information, yet when faced with a problem in their own work, they are more likely to turn to their network of colleagues than to published research. While learning from the experience of colleagues is valuable, greater application of research and evidence-based practice in the special library sector could benefit these libraries in making good, strategic decisions. A few studies have examined whether practitioners use library and information science research and what barriers keep them from doing so. Engaging practitioners and scholars in productive collaboration and communication can help practitioners find and apply lessons learned from research in their work and encourage more participation in research by special librarians. In turn, increased diversity in research settings can benefit all libraries as they evolve and learn from each other's experiences. 相似文献
19.
Dianna E. Sachs Kathleen A. Langan Carrie C. Leatherman Jennifer L. Walters 《College & Undergraduate Libraries》2013,20(3-4):327-351
This article reports on the findings of a study that evaluated the effectiveness of redesigning online information literacy tutorials in order to meet the learning needs and preferences of Millennial students. Using both quantitative and qualitative measures, this study compared two different online tutorials—a static, HTML-based tutorial and a dynamic, interactive, audio/video tutorial. This study found that, contrary to generalizations made in the library and education literature, Millennial students learned equally well from both tutorials. However, students expressed a much higher level of satisfaction from the tutorial designed to be “Millennial friendly.” 相似文献
20.
As the number of online library tutorials increases, so does the need to create active learning experiences and options for self-assessment. This article looks at embedding short Flash quizzes into tutorials created with Camtasia as a way to address this need. It also attempts to determine how quiz placement affects desire to view online tutorials and information retention. 相似文献