Online from: 1983
Subject Area: Library and Information Studies
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|Title:||Laying the information literacy foundation: a multiple-media solution|
|Author(s):||Amy Gustavson, (J.Y. Joyner Library, East Carolina University, Greenville, North Carolina, USA), Angela Whitehurst, (J.Y. Joyner Library, East Carolina University, Greenville, North Carolina, USA), David Hisle, (Carteret Community College Library, Morehead City, North Carolina, USA)|
|Citation:||Amy Gustavson, Angela Whitehurst, David Hisle, (2011) "Laying the information literacy foundation: a multiple-media solution", Library Hi Tech, Vol. 29 Iss: 4, pp.725 - 740|
|Keywords:||Assessment, Asynchronous instruction, Information literacy, Instruction software, Learning outcomes, Students, Tutorials, United States of America|
|Article type:||Conceptual paper|
|DOI:||10.1108/07378831111189796 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
Purpose – This paper seeks to provide a solution for teaching comprehensive information literacy instruction when time is limited during one-shot library instruction sessions. It aims to focus on one technique to solve this dilemma – the creation of a multi-media tutorial: Library 101: Introduction to Research. The paper aims to educate librarians of the many technological tools, which could be employed to enrich library instruction.
Design/methodology/approach – Using the Oakleaf Information Literacy Instruction Assessment Cycle (ILIAC), librarians gathered assessment data and determined student research skill deficits in Fall 2009. To address knowledge gaps, the authors systematically designed a multi-media tutorial with ten tools.
Findings – The paper finds that the tutorial identified students' areas of weakness prior to library instruction. As a result, librarians could focus on identified topics during the session and increase student learning. Annual re-evaluation of the tools and data are needed in order to update the program and ensure student learning occurs.
Research limitations/implications – The limitations of the creation process include incomplete software evaluation early in the process, learning how to collaborate with different project management styles, developing a realistic timeline, and the need for a robust assessment management system to collect data. The effectiveness of this tutorial needs more empirical evaluation.
Practical implications – The paper may help inform those planning to create a tutorial by suggesting useful, low-cost tools for its creation and determining how to incorporate student learning outcomes and assessment into asynchronous instruction.
Originality/value – This paper fulfills an identified need to determine students' knowledge gaps through learning outcome assessment and respond to these gaps with asynchronous instruction methods.
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