A portrait of Olas as a young information literacy tutorial

Abstract

This article begins with an analysis of the Information Society, discussing its repercussions and defining the term, information literacy. It also describes the need for, as well as the creation and development of, an online information literacy tutorial, named OLAS* at Waterford Institute of Technology Libraries. OLAS follows international best practice and its overall framework is based on US, Australian and UK information literacy models, while its learning outcomes follow those produced both by CAUL and Peter Godwin, South Bank University, London. OLAS aims to introduce basic and advanced concepts of information literacy to the broadest possible range of learners both on-campus and remotely. characteristics of good library instruction form the basis of its pedagogy. OLAS is currently being piloted at WIT. It is freely available from WIT Libraries' website, apart from the integrated commercial database product to which access is contractually limited to WIT students & staff. Further development is focussed on building an improved version of the course in the WebCT virtual learning environment. The WebCT version will include more richly interactive content, will facilitate credited assessment of WIT registered students, and will address outstanding accessibility issues.*A created word, the English language pronunciation of which sounds very similar to the Irish Gaelic pronunciation of the word "eolas", meaning "knowledge" or "practical understanding" (Ó Dónaill, 1977)

An Evidence-Based Practice Educational Intervention for Athletic Trainers: A Randomized Controlled Trial

“…33 Incorporating numerous instructional strategies that require active learning is one way to overcome this barrier. 34,35 Techniques for active learning can include ideas ranging from simulations and frequent quizzes to any activity that promotes critical thinking and problem solving. 34 Furthermore, incorporating active learning techniques throughout a tutorial and requiring students to make choices will help them to stay engaged with the materials they need to learn.…”

“…34,35 Techniques for active learning can include ideas ranging from simulations and frequent quizzes to any activity that promotes critical thinking and problem solving. 34 Furthermore, incorporating active learning techniques throughout a tutorial and requiring students to make choices will help them to stay engaged with the materials they need to learn. 36 Using examples and scenarios that directly relate to situations the learners may experience is a critical component to help them apply this information directly to their real-life practice.…”

Information literacy support for off-campus students by academic libraries in the Republic of Ireland

“…The need to follow sound pedagogical principles when providing online library instruction is another theme discussed in the literature (Webb and Powis, 2004;Dewald, 1999), as is the importance of librarians exploiting innovative technologies (videoconferencing, course management software, streaming media) and new web-based mechanisms to deliver library services to off-campus students (McGill, 2001). Interactive online IL tutorials to support remote students are also reviewed (Donaldson, 2000), while Hegarty et al (2004) discuss OLAS 2 ; an online information literacy tutorial developed at Waterford Institute of Technology (WIT) Libraries. Librarians are also exploiting the potential of the VLE to develop and deliver information literacy instruction, working collaboratively with academic staff (Patalong, 2003).…”

Information literacy paradigm in academic libraries in Greece and Cyprus

“…In addition, Andretta (2005) states specifically that information literacy is a prerequisite and plays a central role within any e-learning initiative. Recently there has also been a rise in online information literacy tutorials integrated in the curriculum (Hegarty et al, 2004;Merrill et al, 2005;Skov and Skoerbak, 2003). Many examples of information literacy programs can be found on university web sites (Bianco, 2005;Correia and Teixeira, 2003;Hadengue, 2004;Hegarty et al, 2004).…”

“…Recently there has also been a rise in online information literacy tutorials integrated in the curriculum (Hegarty et al, 2004;Merrill et al, 2005;Skov and Skoerbak, 2003). Many examples of information literacy programs can be found on university web sites (Bianco, 2005;Correia and Teixeira, 2003;Hadengue, 2004;Hegarty et al, 2004). However, a great deal of the relevant literature pinpoints the need of a pedagogic framework for delivering effective information literacy programs (Arnold, 1998;Carder et al, 2001;Cooney and Hiris, 2003;Dennis, 2001;Doherty et al, 1999;Leadley, 1998;MacDonald et al, 2000).…”