Students’ Preferences Regarding Four Characteristics of Information Literacy Screencasts

Usable and Useful Help in Literature Database Search? A Pedagogical Implementation and the Evaluation of an Interactive Screencast for Iraqi University Students

“…The latter refers to experiences from workplaces where the introduction of new softwares and interfaces caused considerable time losses. The design 'instruction and immediate task completion through action followed by feedback' is supposed to encounter the coincidence of ICT-skill acquisition and significant time losses (Caroll and Rosson 1987;Fu and Gray 2004;Baker 2014;Lazar et al 2006).…”

“…First, studies, for instance the one by Mery et al (2014), have emphasized that research on screencast should increasingly focus on the user of digital learning tools. In contrast to studies which determine the effectiveness of literature search screencasts by using external objective data (Emanuel 2013;Gravett and Gill 2010), empirical studies which focus on the subjective learners 'perspective in connection to screencasts on literature database search are comparatively rare (Baker 2014;Tekinarslan 2014). The evaluation aims at determining the MASPP students' perspective on the reusasbility of the screencast for academic and professional requirements.…”

Exploring the experience of undergraduate students attending a library induction during Welcome Week at the University of Surrey

“…Many papers have been published describing alternative models of induction (Baker, 2014;Boss, Angell & Tewell, 2015;Carpmael et al 1992;Essex & Watts, 2015;Margolin & Hayden, 2015;Thompson, Kardos & Knapp, 2008). However not all of them sufficiently consider the context of the library induction.…”

“…Facing attitudes such as this, it would be difficult for librarians to gain access to time with students at relevant points in a course. Some librarians have attempted to overcome this by developing online resources (Baker, 2014;Essex & Watts, 2011;Margolin & Hayden 2015). They aim to provide students with learning opportunities at the point of need, without the need for academics to allow librarians teaching time during semester, although there is little convincing evidence so far as to how far online resources may replace the need for face-to-face teaching altogether.…”

Online library tutorials in Mexican universities: presence and characteristics

“…The librarian and academic communities have great interest in online information literacy and library instruction, shown by the huge amounts of literature on the subject (Fernández-Ramos, 2016b). The majority of these studies deal with concrete initiatives in creating tutorials in some library, describing in detail the stages followed in its elaboration and the contents or software used (Noe and Bishop, 2005;Somoza-Fernández and Rodríguez-Parada, 2011); however, we may also find in the literature few articles about creation guidelines for this type of materials (Koneru, 2010;Nagra and Coiffe, 2010;Rand, 2013), review of good practices (Dewan and Steeleworthy, 2013;Hess, 2013;Maddison, 2013), comparison of different types of tutorials (Baker, 2014;Craig and Friehs, 2013;Hahn, 2012;Turner et al, 2015) or studies regarding the effectiveness of this type of instruction compared to face-to-face instruction (Hess, 2014;Mery et al, 2012;Silk et al, 2015;Zhang et al, 2007).…”