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PurposeThe purpose of this paper is to determine the extent of the use of active learning in the online tutorials of members of the Association of Research Libraries (ARL) and to compare these results with those found in a similar study done in 1999 by Nancy Dewald, and also to determine what major types of active learning these sites offer.Design/methodology/approachThe focus of the study in this paper was on “stand‐alone” library skills tutorials, as opposed to those tutorials that need to be used in conjunction with an in‐person course in order to be effective. After defining what counts as a “tutorial” and “active learning”, ARL sites were reviewed to determine whether they employ elements of active learning.FindingsThis study found that the percentage of ARL tutorials that employ active learning is significantly greater than the percentage of such tutorials in Dewald's study. Also, some categories of the methods of active learning employed in these tutorials are determined and examples for each category are provided.Research limitations/implicationsBecause web page content is fluid and open to frequent changes, the findings of this study may not be accurate by the time of publication.Originality/valueThis paper updates and expands on (by focusing on ARL members) the findings of Dewald's original study of online tutorials. Also, the categories of active learning discussed and the examples of these provided can offer some aid to libraries that wish to add to or expand the use of active learning in their online tutorials.

In an effort to develop some sense of the current state of credit-bearing library skills courses at academic libraries, an analysis was conducted of 100 online syllabi for introductory library skills courses at various colleges and universities. These online syllabi were analyzed for subject content and assessment techniques/teaching methods. The “Information Literacy Competency Standards for Higher Education,” created by the Association of College and Research Libraries, were utilized as a framework for categorizing and placing into context the subject content of the syllabi analyzed.

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