Characteristics and content of medical library tutorials: a review

Anderson, Rozalynd P.; Wilson, Steven P.; Livingston, Mary Briget; LoCicero, Allison D.

doi:10.3163/1536-5050.96.1.61

Cited by 22 publications

(17 citation statements)

References 2 publications

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“…A 2009 study examined 180 tutorials produced by academic libraries using 30 quality indicators and concluded that "much work remains to be done before the web-based tutorials created by academic libraries reach a mature stage of development" (Somoza-Fernández & Abadal, 2009). Many tutorials did not incorporate active learning, although other studies indicate that active learning is preferable (Anderson, Wilson, Livingston, & LoCicero, 2008;Hrycaj, 2005). A learning outcomes study randomized students into three groups: those who used a tutorial; those who used a tutorial with the guidance of a librarian; and those who attended in-person instruction by a librarian.…”

Section: Introductionmentioning

confidence: 99%

Biology and Nursing Students' Perceptions of a Web-based Information Literacy Tutorial

et al. 2012

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This study examined the perceptions of two groups of students to obtain different perspectives on the online information literacy tutorial, CORE (Comprehensive Online Research Education, to plan for its update. The CORE tutorial includes seven modules: "Planning Your Project," "Topic Exploration," "Types of Information," "Search Tools," "Search Strategies," "Evaluating Sources," and "Copyright, Plagiarism, and Citing Sources." First-year students in biology and nursing courses responded to a survey after completing the CORE modules. Students indicated that they liked learning through an online tutorial. However, they thought that the tutorial could be improved with shorter modules and the addition of video and audio content. Few students reported learning important information from the "Copyright, Plagiarism, and Citing Sources," "Evaluating Resources," and "Types of Information" modules. They suggested topics for additional tutorials: how to use library databases and Microsoft Excel; how to evaluate the quality of information, how to cite references, and how to find statistics.

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Section: Introductionmentioning

confidence: 99%

Biology and Nursing Students' Perceptions of a Web-based Information Literacy Tutorial

et al. 2012

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“…Since we did not evaluate the resulting search strategies, we assessed the efficacy of the translations based on self-report alone, which is a less reliable measure of impact on outcomes. This limitation regarding the objectivity and quality of studies in education research has been noted frequently [14].…”

Section: Limitations and Next Stepsmentioning

confidence: 99%

Lost in Translation: Supporting learners to search comprehensively across databases

Parker

Neilson

2015

J Can Health Libr Assoc

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Introduction: Health sciences librarians play the key role of expert searcher for knowledge synthesis research projects. When students and trainees conduct systematic reviews as academic assignments, academic librarians train learners to search comprehensively for evidence in multiple sources. Description: The authors created an electronic toolkit with handouts and a video tutorial to support instruction on translating search strategies to various databases. Outcomes: The toolkit was well received by users, who provided constructive feedback and reported an increase in comfort with translating searches. Refinements based on the assessment results will improve the tools and supplemental resources will address some gaps in coverage. Most users still expressed the need to consult with a librarian for further training and review of their searches. Discussion: Trainees who need to conduct their own comprehensive searches for academic work will benefit from a variety of training tools to suit different levels of experience and learning styles. Electronic instructional resources such as handouts and videos can effectively supplement hands-on training and feedback from a health sciences librarian.

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“…Camtasia software is a technological tool that can be employed during pretesting to enhance the overall construction of web-based surveys. The software package enables screen recording and editing, and is often used to create electronic learning presentations or demonstrations (Anderson et al 2008;TechSmith 2011;Power 2011). Moreover, the software has been used for the development of online courseware and has been applied as an unobtrusive tool in the observational analysis of internet use (Birru et al 2004;Buhi et al 2009;Hansen et al 2003;Kuiper et al 2008;Lim 2002;McGrann 2005;Smidt and Hegelheimer 2004).…”

Section: Improving Instrument Pretesting With Camtasiamentioning

confidence: 99%

Using screen video capture software to aide and inform cognitive interviewing

et al. 2012

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Web-based surveys are a salient tool in the repertoire of social and behavioral scientists. The increase in web-based surveys is understandable considering the distinct advantages offered, including: (a) lower costs and reduced labor time, (b) ability to directly transfer data into statistical packages (reducing coding errors), (c) customization options enabling more attractive presentation, (d) ability to reduce respondent burden by embedding skip patterns, and (e) access to larger sample sizes in different geographic regions. It is important to note, however, that administering web-based surveys also introduces distinct sources of error (e.g., coverage, sampling and non-response). Regardless of format (e.g., paper-and-pencil or web-based), specific, prescribed steps must be followed when constructing an instrument in order to reduce survey error and lend credence to the data collected before subsequent analysis is performed. One of those crucial stages integral to the pretesting process is cognitive interviewing. Cognitive interviewing is a qualitative process, encompassing two main techniques: think aloud interviewing and verbal probing. Collectively, these two methods seek to (a) produce information on what the respondent is thinking while answering the questions, (b) the cognitive processes used to answer the questions, and (c) how the respondent answers the questions. The purpose of this article is to provide a practical guide outlining how Camtasia, a screen video capture software, can aide and inform the cognitive interview process.

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Characteristics and content of medical library tutorials: a review

Cited by 22 publications

References 2 publications

Biology and Nursing Students' Perceptions of a Web-based Information Literacy Tutorial

Biology and Nursing Students' Perceptions of a Web-based Information Literacy Tutorial

Lost in Translation: Supporting learners to search comprehensively across databases

Using screen video capture software to aide and inform cognitive interviewing

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