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Assessing the TIP online information literacy tutorial

Bryan Tronstad (Coe Library, University of Wyoming, Laramie, Wyoming, USA)
Lori Phillips (Coe Library, University of Wyoming, Laramie, Wyoming, USA)
Jenny Garcia (Coe Library, University of Wyoming, Laramie, Wyoming, USA)
Mary Ann Harlow (Coe Library, University of Wyoming, Laramie, Wyoming, USA)

Reference Services Review

ISSN: 0090-7324

Article publication date: 13 February 2009

1505

Abstract

Purpose

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The purpose of this paper is to report on the results of a study that assessed whether students learned information literacy concepts after taking the interactive online Tutorial for Information Power (TIP).

Design/methodology/approach

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The methodology and design involved a pre‐ and post‐test assessment of students who completed an online tutorial.

Findings

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Students who spent more time working through the tutorial had a statistically significant increase from their post‐test to their pre‐test scores.

Research limitations/implications

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Statistically significant results reported from this study are of interest to the educational community involved with the teaching and assessment of information literacy.

Practical implications

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This study offers a successful model for evaluating student learning from an online tutorial.

Originality/value

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This study is one of the few in the literature addressing the assessment of information literacy and online tutorials.

Keywords

Citation

Tronstad, B., Phillips, L., Garcia, J. and Harlow, M.A. (2009), "Assessing the TIP online information literacy tutorial", Reference Services Review, Vol. 37 No. 1, pp. 54-64. https://doi.org/10.1108/00907320910934995

Publisher

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Emerald Group Publishing Limited

Copyright © 2009, Emerald Group Publishing Limited

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