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1.
As part of a library initiative to foster information literacy, promote academic integrity, and prevent inadvertent plagiarism, a high-quality online tutorial was designed to teach students to cite sources properly. The development of this tutorial, APA Exposed: Everything You Always Wanted to Know About APA Format but Were Afraid to Ask, was a collaborative endeavor among research and instruction librarians, learning technology specialists, and an instructor. This study employs a mixed-methods research approach that combines the use of multiple data sources – an online survey, website visitor-tracking software, e-mail correspondence, and a Google search – to evaluate the quality and efficacy of the tutorial. Analyses of online survey data indicate 98% of survey respondents found the tutorial useful or very useful. All of the respondents reported the tutorial improved their understanding of APA style. In addition, 93% of respondents said they planned to use this tutorial as a reference resource in the future and 99% said they would recommend the tutorial to others. The online tutorial received an average of 1055 visits per month. The findings of this study indicate that there is a need for high-quality online citation instruction and that the tutorial meets this need. Providing effective citation instruction online not only benefits tutorial participants but also research and instruction librarians as they can now allocate limited library resources to areas of instruction other then proper citation techniques.  相似文献   

2.
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   

3.
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   

4.
This study investigates whether the platform used to deliver a tutorial matters in online information literacy instruction and assesses the overall quality of an information literacy tutorial assignment given to an undergraduate survey class. The study asks whether there is any pedagogical advantage between information literacy tutorials created in the LibGuides library guide creation software and tutorials created as Web pages. This research question is relevant to current studies of online information literacy tutorials, particularly given the increasingly dominant but under-researched position of LibGuides in the academic library world for delivering guides and tutorials. Two separate groups of students completed LibGuides and Web page versions of the same information literacy tutorial assignment in a university undergraduate communication course. Survey results of these 89 students indicated that both the LibGuides and Web page platforms deliver online instruction content effectively and achieve learning objectives almost equally well. Results also indicated content areas within the assignment that could be strengthened.  相似文献   

5.
《Research Strategies》1998,16(3):187-197
A Web tutorial was developed by the author to approximate the experience of guided hands-on library instruction for distance learners The presentation of the literature review process as a linked series of problems to solve, suggested a systems thinking approach A diagram to provide both a conceptual overview of the library research process and a navigational tool for the tutorial was designed The author presents the development of the idea for the tutorial, describes its contents, and discusses its use with students  相似文献   

6.
As Internet and computer technologies have evolved, libraries have incorporated these technologies into the delivery of information literacy instruction. Of particular benefit is the ability of online tutorials to deliver information literacy instruction to students not physically present on campus. A survey of library and information science literature determines that while a variety of methodologies have produced mixed results, the majority of studies find online tutorials can often be as or more effective than face-to-face instruction. However, more consistent research methods are needed to draw meaningful conclusions regarding student preferences, satisfaction and performance in response to online instruction.  相似文献   

7.
《Research Strategies》2004,20(1-2):57-68
This study explored if students' library skills self-efficacy levels and learning outcomes varied based on instructional delivery mode. Groups consisted of an on-campus class with face-to-face instruction, an on-campus class with a Web-based library tutorial, and a Web-based class with a Web-based tutorial. Data were collected immediately prior to instruction and again 6 weeks after. Analysis indicated self-efficacy levels and learning outcomes significantly increased across all groups after instruction. Groups varied significantly on final self-efficacy levels, but not on final library skills scores. Results are discussed as they relate to the viability of Web-based tutorials for library instruction.  相似文献   

8.
《图书馆管理杂志》2013,53(3-4):367-378
Abstract

Our library intends to create a tutorial to assist students in library research. In preparation, we need to understand the diverse learning needs of students. Some students seem to thrive in the online environment while others feel at a loss. A review of learning styles literature reveals that many adult learners require personalized, interactive learning environments. The author reviewed library tutorials to identify models of library instruction that meet the needs of such students. This paper serves as background and literature review for an interactive workshop on learning styles and the Internet, which was presented at the conference.  相似文献   

9.
Academic distance learning programs have gained popularity and added to the demand for online library services. Librarians are now conducting instruction for distance learning students beyond their traditional work. Technology advancements have enhanced the delivery mode in distance learning across academic disciplines. Online conference tools originally designed for commercial use are now Web-based conferencing tools allowing librarians to be innovative in their service delivery, disregarding proximity barriers. This article talks about selection criteria and important features to consider when selecting e-learning instruction software. Suggestions of some free Web-based conferencing tools are provided.  相似文献   

10.
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   

11.
Abstract

Mozilla's Firefox web browser is well-known among developers for its functionality and extensibility. Now, with a market share of more than 8 percent, Firefox is becoming more popular with library users and offers opportunity to increase access to library tools through browser plugins. This tutorial explains how to integrate the library catalog into the Firefox search bar. Step-by-step instructions are provided for interpreting your library catalog's URL structure, building an XML file that will control how the search box functions when your search is selected, creating an icon, and testing the new search tool. This tutorial is appropriate for beginning to intermediate users.  相似文献   

12.
This case study presents the revision of an upper-division one-shot instruction session to include an online tutorial that introduces students to business information sources prior to the library session. In order to complete the assignment and prepare for the library session, students are prompted to find specific information using the given resource, and then consider questions regarding the information retrieved. Students in a 3000-level business writing class responded positively to the activity while providing a good amount of material to inform further iterations of the assignment.  相似文献   

13.
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   

14.
The purpose of this study was to evaluate the efficacy of online and in-person instructional methods for teaching research skills, as well as to determine student preferences for each method. Undergraduate students received librarian-led research skills instruction either through an online course management system or in person at the library. Students were surveyed about their experience and format preference, and their grades on a subsequent literature review assignment were collected. The online group’s scores were significantly (p?=?0.002) higher, and a majority of eligible participants stated a preference for the online format. Many of the students in both groups reported increased skills and confidence in conducting speech-language-hearing science research following the library instruction. The results of this study support the possibility that online instruction may be more effective than in-person for improving performance on a literature review assignment and is preferred by on-campus students for learning information literacy skills.  相似文献   

15.
The increasingly ubiquitous nature of online learning has necessarily changed pedagogical approaches in the 21st century. This article will present an overview of the evolution of distance learning with a particular emphasis on current models and emerging methods of instruction for online learners. The authors detail how various learning management systems and tools as well as online learning objects can be used as mechanisms for creating a platform for student investment and ownership in the learning process. Additional discussion will focus on how these methods and approaches can enhance teaching, training, and peer collaboration within the library workplace.  相似文献   

16.
ABSTRACT

This paper will discuss a method of incorporating demonstrations into online information and technology literacy courses. The demonstrations are designed to increase the visual component and to address point-of-need questions and problems. Also discussed will be experimentations with this method in other library services, such as electronic reference services, one-shot course-related instruction, subject research guides, and outreach to faculty for their own professional development and as a way to incorporate information and technology literacy in their courses. Recent developments in tutorial software have made it possible to quickly create brief demonstration modules to visually illustrate information literacy concepts and research tools. The primary example presented here is the incorporation of short, task-oriented demonstrations into lesson modules, answers to student questions, and assignment instructions and feedback in an online information and technology literacy course. Initial comments from students and instructors indicate high satisfaction with this method.  相似文献   

17.
本文介绍浸会大学图书馆建设的library online tutorial，对library online tutorial的建设意义，目的加以描述，主要介绍library online tutorial中五个模块的主要内容、功能，并从中总结library online tutorial中蕴含的理念。  相似文献   

18.
ABSTRACT

As e-resources become more ubiquitous, and the technologies available to access them more sophisticated, libraries have greater opportunities to reach out to global users. However, this same distance means that some users never even set foot in a physical library. This case study will describe how one large academic library started a business, economics, and marketing library online instruction pilot for global users in an effort to replicate library instruction offered at the home institution. Librarians assessed global library use and research needs; prepared unique lesson plans for each global site; and created digital learning objects using synchronous and asynchronous methods to establish an instruction strategy for Business and Economics courses. The goal was to test instruction practices and develop an online instruction template that would be replicable and sustainable for library instruction in other subject areas in New York University Libraries and other institutions.  相似文献   

19.
Online information literacy instruction: Can it impact learning as effectively as face-to-face instruction? Using a quasi-experimental design, this study examined that in relation to upper-level sociology students; it also considered whether library instruction affected participants’ perceptions of learning formats’ (i.e., online or face-to-face) effectiveness and the academic library's place in their research. Using a pretest/posttest design, no significant learning difference was found between the two instructional delivery formats. However, data suggested that instruction did impact online participants’ perceptions of the academic library as a place for research. Implications of this research and future directions for inquiry are discussed.  相似文献   

20.
《Research Strategies》2001,18(1):3-20
Online instructional design is a relatively new field for librarians. Many librarians have taken on the challenge of creating online library tutorials without the benefit of formal education and training in the field. Librarians can learn much from research in system design, human–computer interaction, and applied psychology, as it relates to the creation of online learning systems. Researchers in these areas believe that people approach online learning systems by making use of a conceptual—or mental—model of the system. Designers' mental models influence the way they create learning systems; students' mental models affect the way they interact with and learn from the system. This article compares and contrasts the mental models of librarians and students as they relate to online library tutorials. These mental models are examined through a review of existing library tutorials, usability studies on various library tutorials, and student interviews about the research and writing process. Analysis of these models demonstrates how undergraduates' mental models vary, often significantly, from the mental models of the librarians who design the online library tutorials. Interpretations of this analysis identify ways in which to design a tutorial for more effective instruction aimed at the undergraduate.  相似文献   

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