Redesigning Comprehensive Library Tutorials

Scales, B. Jane; Nicol, Erica; Johnson, Corey

doi:10.5860/rusq.53n3.242

Cited by 19 publications

(9 citation statements)

References 12 publications

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“…Researchers have employed pre/post tests to measure student learning on prepared questions (Mery et al, 2014;Tronstad et al, 2009) and usability tests to observe the completion of specific tasks (Bender & Rosen, 1998;Mestre, 2012). Surveys, focus groups and interviews have investigated student perceptions and assessments of tutorials (Phillips & Kearly, 2003;Rothera, 2015;Scales et al, 2014;Weiner et al, 2012), often in combination with pre/post tests (Held & Gil-Trejo, 2016;Noe & Bishop, 2005;Tooman & Sibthorpe, 2012) or usability studies (Bowles-Terry et al, 2010;Bury & Oud, 2005;Veldof & Beavers, 2001). Search term and web analytics data analysis has also been used to examine discoverability of tutorials on web sites as well as user motivation (Befus & Byrne 2011;Nichols Hess & Hristova 2016).…”

Section: Evaluation Methodsmentioning

confidence: 99%

“…Studies have repeatedly examined tutorial characteristics such as navigability, ease of use, clarity, level of detail, comprehensiveness, accessibility, findability and specific weaknesses in need of improvement (Bowles-Terry et al, 2010;Leslie 2017;Scales et al, 2014;Weiner et al, 2012). Such evaluations have regularly led to tutorial enhancements or redesign (Befus & Byrne, 2011;Bury & Oud, 2005;Held & Gil-Trejo, 2016;Phillips & Kearly, 2003).…”

Section: Content and Scopementioning

confidence: 99%

See 1 more Smart Citation

‘Babe… you're a bit of a know it all’:

Dennie¹,

Breier²

2021

JIL

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This study employed a novel user experience method, the love/breakup letter, to evaluate the usefulness of an online information literacy (IL) tutorial for students writing assignments with research requirements. Thematic coding of the letters showed that this method elicited revealing responses from students about their confidence in doing library research, preferred learning styles, and intentions to use such a tool again. In contrast with highly-favourable prelaunch user testing results, the majority of students wrote breakup letters to the tutorial and several bypassed it altogether despite their explicit assignment instructions. The findings have implications for librarians exploring new research methods and investigating practical applications of online IL teaching tools designed for self-directed learning.

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Section: Evaluation Methodsmentioning

confidence: 99%

Section: Content and Scopementioning

confidence: 99%

‘Babe… you're a bit of a know it all’:

Dennie¹,

Breier²

2021

JIL

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“…When structuring learning objects, a large number of authors recommend including a degree of flexibility, so that learners may proceed along different paths based on their level or their choices (Dewald 1999b;Reece 2005;Blummer & Kritskaya 2009;Somoza-Fernández & Abadal 2009;Veldof & Beavers 2001). Another frequent topic of discussion in structure is the need to minimise cognitive load, which multiple authors suggest accomplishing by chunking content or highlighting key terms and concepts, or both (Dewald 1999b;Nichols Hess 2014;Scales, Nicol & Johnson 2014;Rapchak 2017). Many authors also stress the importance of clear navigation and usability (Dewald 1999a;Reece 2005;Blummer & Kritskaya 2009;Somoza-Fernández & Abadal 2009;Veldof & Beavers 2001), and a number also suggest including a list of objectives (Dewald 1999a;Reece 2005;Somoza-Fernández & Abadal 2009;Nichols Hess 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Developing online instruction according to best practices

Lierman

Santiago

2019

JIL

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To meet the growing online and face-to-face library instruction needs of a large research university, a team of librarians set out to develop asynchronous online instruction of sufficient quality to supplement and replace classroom teaching. This report describes the best practices that were identified from a review of the literature, the instructional design process that was used to implement these practices in a pedagogically effective way, the results of pilot testing of the instruction, and implications for future practice. The result is a template for development that can be used by other librarians seeking to develop robust, effective, and accessible online learning objects, whether to reach out to online learners or improve the scalability of information literacy instruction.

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“…Scholarship is divided on the relative merits of written instructions versus video tutorials. Some firmly assert the superiority of video tutorials as a means of IL instruction (Scales & Johnson, 2014). Others found that video tutorials hold no advantage, with better student outcomes occurring with written instructions (Bowles-Terry, Hensley, & Hinchliffe, 2010;Turner, Fuchs, & Todman, 2015).…”

Section: Outcomes and Contributionmentioning

confidence: 99%

Four Passages to Information Use Related Phenomena in Bachelor Theses at the Finnish Universities of Applied Sciences

Kämäräinen¹,

Mönkkönen

Saarti

2019

Communications in Computer and Information Science

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This year the theme is information literacy and related phenomena in different arenas of people's everyday life. This is a research area whose body of studies is still quite limited. The presentations will increase our understanding of information literacy in terms of conceptual and methodological development and application in professional practice that aims to enhance learning, coaching, and teaching. They may inspire us towards novel approaches for getting hold of the phenomena in different everyday life environments and contexts. This year we had the total of 234 original initially submitted proposals, of which 180 were finally accepted for presentation and are thus included in this Book of Abstracts. The major part of the presentations is formed by papers, 98 in total. We have 38 presentations of best practices, seven workshops, 19 posters, 11 PechaKucha presentations, and three doctoral students' papers. We have three distinguished Keynote Speakers from the broad field of information sciences. Frans Mäyrä has investigated games and digital cultures for more than 20 years, Karen Fisher's research interests are in refugees' information behaviour and people's experiences of information in their everyday life, and Peter Bath is an expert of health informatics and sharing of information in online environments. Our Invited Speaker, Kristiina Kumpulainen from educational sciences, has studied young children's learning, development and wellbeing in formal education and beyond, as well as multiliteracies, dialogic learning, agency and identity, and teachers' professional development. All these 180 presentations of ECIL 2018 will provide us an opportunity to deepen our professional competence and widen our views of information literacy and related issues when the context is familiar to all of us, but the studies of these phenomena are rather rare.It is delightful to tell you that this year Finnish National Commission for UNESCO is a patron of ECIL along with IFLA's permanent patronage. ECIL's sponsors are the City of Oulu, the Finnish Library Association FLA, the Finnish Research Library Association, the AMKIT Universities of Applied Sciences Libraries in Finland, the Librarians' Foundation, and the Federation of Finnish Learned Societies. Furthermore, the Finnish Association for Information Studies is in charge of the Doctoral Forum that is organized with the support from the Finnish Association of Scholarly Publishing. Moreover, besides providing working hours, our Department of Information and Communication Studies has financially contributed in organizing ECIL 2018. We would like to thank all these bodies for their valuable support.Most of all, we are grateful to the initiators and pioneers of ECIL, Serap Kurbanoglu and Sonja Špiranec, for providing us this possibility to organize ECIL in Oulu. We also thank Joumana Boustany for her expertise with the finances and the conference management system, and Denis Kos for his support. In addition, ECIL would not take place without the Standing and Programme Committees' ...

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Redesigning Comprehensive Library Tutorials

Cited by 19 publications

References 12 publications

‘Babe… you're a bit of a know it all’:

‘Babe… you're a bit of a know it all’:

Developing online instruction according to best practices

Four Passages to Information Use Related Phenomena in Bachelor Theses at the Finnish Universities of Applied Sciences

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