Visual Tutorials for Point-of-Need Instruction in Online Courses

Abstract

This paper will discuss a method of incorporating demonstrations into online information and technology literacy courses. The demonstrations are designed to increase the visual component and to address point-of-need questions and problems. Also discussed will be experimentations with this method in other library services, such as electronic reference services, one-shot course-related instruction, subject research guides, and outreach to faculty for their own professional development and as a way to incorporate information and technology literacy in their courses. Recent developments in tutorial software have made it possible to quickly create brief demonstration modules to visually illustrate information literacy concepts and research tools. The primary example presented here is the incorporation of short, task-oriented demonstrations into lesson modules, answers to student questions, and assignment instructions and feedback in an online information and technology literacy course. Initial comments from students and instructors indicate high satisfaction with this method.

Fostering RN-to-BSN Students’ Confidence in Searching Online for Scholarly Information on Evidence-Based Practice

“…Point-of-need tutorials within subject or course guides can help to develop nursing students' information literacy skills and answer frequently asked questions (Kimok & Heller-Ross, 2008;Turnbull, Royal, & Purnell, 2011). There are short tutorials in the RN-to-BSN research guide based on common questions such as, "I have found the perfect article, but I can only get the abstract.…”

Improving Screencast Accessibility for People With Disabilities: Guidelines and Techniques

“…Most library screencast articles discuss software options for their creation, or give tips and instructions on how to create screencasts without mentioning accessibility considerations (Betty, 2008;Griffis, 2009;Price, 2010;Rethlefsen, 2009;Slebodnik & Riehle, 2009;Sparks, 2010). Others discuss the benefits and uses of screencasts, including their use and possible advantages in reference and virtual reference (Brumfield, 2008;Buczynski, 2009;Carr & Ly, 2009;Steiner, 2010), and in supporting students in online classes (Kimok & Heller-Ross, 2008;Lockerby & Stillwell, 2010). A few discuss issues such as measuring screencast use (Betty, 2009) or designing pedagogically effective screencasts for instruction (Oud, 2009;Tempelman-Kluit, 2006).…”

Research Performance Support: Connecting Online Graduate Students from the LMS to the Library

“…For some students a performance support tutorial allows a specific task to be accomplished independently. For example, a student who is struggling to find resources can view a video that demonstrates a successful search strategy in a search tool appropriate for their topic (Kimok & Heller-Ross, 2008).…”