FALCON: an interactive library instruction tutorial

Dennis, Stefanie; Broughton, Kelly

doi:10.1108/00907320010313768

Cited by 11 publications

(4 citation statements)

References 4 publications

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“…Vander Meer cited several library Web tutorials as examples (such as the University of California at Santa Cruz: http://nettrail.ucsc.edu). Dennis and Broughton (2000) described the step-by-step development of a library Web tutorial, created at the library at Bowling Green State University, using mere HTML alone. Although not employing interactivity through scripts or frames, the authors made the valuable point that any Web page could be made more interactive with simple links and response boxes.…”

Section: Review Of the Literaturementioning

confidence: 99%

Web library tours: using streaming video and interactive quizzes

Hickok

2002

Reference Services Review

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Many academic library Web sites offer online “tours” to provide basic orientation of their collections and services. However, these tours are often merely photos, floor plans, or written descriptions. In 1999, the library at California State University, Fullerton sought to improve its own Web site orientation, by using more engaging Web technologies; namely, streaming video and interactive tutorials. A project of videotaping a full‐motion, narrated tour of the library, and then placing it on the Web site as streaming video segments, was undertaken. Additionally, interactive tutorials – quizzes written in JavaScript so as to “reply” to user prompts – were added. This article will describe the process of creating this project, available in its completed form at: http://www. library.fullerton.edu/tour

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Section: Review Of the Literaturementioning

confidence: 99%

Web library tours: using streaming video and interactive quizzes

Hickok

2002

Reference Services Review

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“…While open‐ended survey comments indicate that they do, the tutorial is not interesting enough to hold their attention. Possible reasons could be the overall tutorial design, which can be limited in terms of an individual learning styles and learning groups (Donaldson, 2000; Dennis and Broughton, 2000; Dugan, 2001; Dewald et al , 2000). Or perhaps, and probably most distressing to librarians, is that students view our attempts of information literacy instruction only as “entertainment”.…”

Section: Discussionmentioning

confidence: 99%

Assessing Auburn University Library's Tiger Information Literacy Tutorial (TILT)

Noe

Bishop²

2005

Reference Services Review

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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.

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“…In contrast, librarians at Bowling Green State University felt that while use of an online tutorial would assist students when they were unavailable, it could not substitute for traditional in-class instruction (Dennis and Broughton 2000). Instead, it should serve as a supplement to the overall educational experience.…”

Section: Replacement For or Supplement To In-class Instruction?mentioning

confidence: 92%

Enhancing Library Instruction to Undergraduates: Incorporating Online Tutorials into the Curriculum

Ganster

Walsh

2008

College & Undergraduate Libraries

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Librarians can replace or supplement traditional in-class instruction with course-specific online tutorials. The literature demonstrates how tutorials customized for specific courses are more beneficial than tutorials on basic research skills. Many authors discuss creating online tutorials but do not design one devoted to a specific course. With increasing demand for instruction services, online tutorials can ease staffing concerns prevalent at many libraries and otherwise enhance the quality of instruction and its application to varied learning styles. Using the Blackboard course management system, the authors created an online tutorial tailored to the required World Civilizations course at the University at Buffalo. The tutorial incorporated elements of successful online tutorials described in the literature: clear terminology, a quiz for self-assessment, opportunities for active learning, and individual e-mail feedback between students and librarians, and applied them to a specific course. The authors discuss student and librarian reaction to the tutorial and make recommendations for how the tutorial can be improved and implemented in everyday instruction services.

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FALCON: an interactive library instruction tutorial

Cited by 11 publications

References 4 publications

Web library tours: using streaming video and interactive quizzes

Web library tours: using streaming video and interactive quizzes

Assessing Auburn University Library's Tiger Information Literacy Tutorial (TILT)

Enhancing Library Instruction to Undergraduates: Incorporating Online Tutorials into the Curriculum

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