PurposeDuring Spring semester 2001, Auburn University Libraries launched the Tiger Information Literacy Tutorial (TILT), based on the Texas Information Literacy Tutorial, designed by librarians at the University of Texas at Austin. This work assesses the effectiveness of the tutorial.Design/methodology/approachIn‐depth analysis of data collected over three semesters is presented.FindingsFollowing the Texas model, Auburn's TILT is comprised of three modules, covering searching, selecting, and evaluating information resources. Overall student perceptions of the tutorial, including technology difficulties, is reviewed; and students' personal views of their own research skills are discussed. The online information tutorial was viewed as effective, with the data indicating a need for additional study and improvement.ValueAs advances are made in computer‐aided and hypermedia‐aided instruction, the tutorial will continue to evolve as a learning tool.

The results of this study should raise some concerns for researchers who assume that a database always accurately reflects the print edition of The New York Times.

The author expresses special thanks toT. Harmon Straiton and Linda Thornton of Auburn University for their support throughout the entire project.

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