Assessing the Effectiveness of Online Information Literacy Tutorials for Millennial Undergraduates

Sachs, Dianna; Langan, Kathleen; Leatherman, Carrie; Walters, Jennifer L.

doi:10.1080/10691316.2013.829365

Cited by 27 publications

(18 citation statements)

References 11 publications

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“…ResearchPath (Sachs, Langan, Leatherman, & Walters, 2013). The authors concluded that such satisfaction may lead to more positive perceptions and attitudes towards the library.…”

Section: Accepted Manuscriptmentioning

confidence: 91%

The effectiveness and acceptance of an affective information literacy tutorial

Guo

Goh

Luyt

et al. 2015

Computers & Education

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“…ResearchPath (Sachs, Langan, Leatherman, & Walters, 2013). The authors concluded that such satisfaction may lead to more positive perceptions and attitudes towards the library.…”

Section: Accepted Manuscriptmentioning

confidence: 91%

The effectiveness and acceptance of an affective information literacy tutorial

Guo

Goh

Luyt

et al. 2015

Computers & Education

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“…43 Sach et al assessed their tutorials through a combination of focus groups, quizzes, and a faux research project. 44 What is clear in the literature is that librarians need to successfully evaluate their tutorials to ensure that they include options for students with different learning preferences along with meeting their goals and outcomes for the tutorial.…”

mentioning

confidence: 99%

Universal Design for Learning (UDL) in the Academic Library: A Methodology for Mapping Multiple Means of Representation in Library Tutorials

Webb

Hoover²

2015

CRL

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Librarians designed a biology tutorial not only to address an assignment, but also to make tutorials more accessible to students with various learning styles. The Science Librarian created the content by using aspects of the Information Literacy Standards for Science and Technology/Engineering, an informal survey of biology faculty, and assignments for the biology labs. The Instructional Design Librarian created multiple modules that engaged users through text, images, audio, and interactive tutorials. The researchers used Universal Design for Learning principles to address multiple learning styles, specifically multiple means of representation, and created a mapping technique for those principles that can be applied to any library tutorial. To assess the effectiveness, students with learning disabilities completed a usability test on the tutorial.ibrarians at East Carolina University (ECU) revised an existing biology LibGuide to incorporate Universal Design for Learning (UDL) elements and transform it into an online tutorial. UDL is an educational framework for creating instruction that allows for inclusion of many different types of learning preferences into the targeted curriculum. The Science Librarian at Joyner Library serves as a liaison to not only science-related fields, but also Project STEPP, an innovative grant-based college retention program for undergraduate students with multiple learning disabilities. This unique combination of duties became the basis for a project to improve a Biology 1051/1101 tutorial with the Instructional Design Librarian at Joyner Library to include UDL.BIOL 1051/1101 is a lab course that counts as a required course for all students entering the science, technology, engineering, and mathematics (STEM) fields and a general education science credit for non-STEM majors. On average, BIOL 1051 has 15-20 sections per semester with 45-50 students per section. BIOL 1101 has 15-17 sections per semester with 45-48 students per section. Both lab classes

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“…Their results indicated that the way in which instruction is delivered does not affect the students' ability to retain the information taught (Anderson & May, 2010). Sachs et al (2013) also found that Millennial students learned equally well from both HTML-based tutorials and dynamic, interactive audio/video tutorials. However, they also found that "students expressed a much higher level of satisfaction from the tutorial designed to be 'Millennial friendly'" (Sachs et.…”

Section: Comparisons In Library Instructional Delivery Methodsmentioning

confidence: 73%

Assessment of Online Information Literacy Learning Objects For First Year Community College English Composition

Bordignon

Strachan

Peters

et al. 2016

EBLIP

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Objective -The main objective was to determine whether information literacy (IL) learning objects (LOs) impact student IL competency, specifically in a foundational first year English composition course. The primary research question was: What is the effectiveness of IL LOs compared to face-to-face instruction in terms of students' skill acquisition?Methods -The methods involved testing student IL competency through a multiple-choice test given pre-and post-IL intervention. Effectiveness was measured by assessing whether IL competency improves after exposure to one of two interventions: online IL LOs or face-to-face librarian-led workshop. Over two semesters, equal sections of the course were tested for each of these interventions. For the IL LOs group, students first completed a pre-test, then they worked independently through three online IL LOs. The three IL LOs were videos comprised of animation, screen casting, and video capture on these topics: Finding Articles at Seneca Libraries (hereafter referred to as Finding Articles), Finding Articles on Current Issues, and Popular and Scholarly Sources. The students were then given the same test again. For the face-to-face group, the pre-and post-tests were also required for the same number of sections. This study was conducted under institutional ethics approval.Results -Descriptive analysis revealed student test scores increased for both interventions, IL LOs and face-to-face. Test scores increased, on average, between 14 to 37%. In comparing posttests, results revealed a statistically significant difference only with the first topic, Finding Articles. In this case, the IL LOs (video) group outperformed the face-to-face group by at least 10%. No significance, in terms of performance from pre-and post-test scores, was found for the other two topics.Conclusion -Both IL LO and face-to-face library led workshop interventions had a positive impact on students' IL skill acquisition as evidenced by an overall increase in average test Evidence Based Library and Information Practice 2016, 11.2 52 scores. One IL LO on Finding Articles significantly outperformed the face-to-face class equivalent. Further study is needed to track individual student performance.

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Assessing the Effectiveness of Online Information Literacy Tutorials for Millennial Undergraduates

Cited by 27 publications

References 11 publications

The effectiveness and acceptance of an affective information literacy tutorial

The effectiveness and acceptance of an affective information literacy tutorial

Universal Design for Learning (UDL) in the Academic Library: A Methodology for Mapping Multiple Means of Representation in Library Tutorials

Assessment of Online Information Literacy Learning Objects For First Year Community College English Composition

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