Computer‐based Instruction in Libraries and Library Education

Citation

Watts, C. (2002), "Computer‐based Instruction in Libraries and Library Education", New Library World, Vol. 103 No. 9, pp. 352-353. https://doi.org/10.1108/nlw.2002.103.9.352.2

This book examines the theoretical and practical aspects of using computers to teach as well as to deliver information. Concepts under consideration are: the relationship between ideas of “technical literacy” and “information technology literacy”; the use of computers for teaching about computers; the dynamic brought about by the amalgamation of the Internet and computer instruction in relation to distance education and independent learning; computer‐based teaching methodologies; types of learning best suited to computerised instruction; and the openings and impediments brought about by the “ideal” online course.

The first four papers look at ideas of “technical literacy” and “information technology literacy”. Nancy O’Hanlon’s article, “Development, delivery and outcome of a distant learning course for new college students”, presents an overview of a course entitled Internet Tools and Research Techniques. This four‐week course utilises interactive tutorials, Web‐based tests, and automated grading software. O’Hanlon presents an overview of the course, and endeavours to measure its successes through a discussion of final grading and student feedback. The advantages of this online, distance learning course are made clear, with relatively easy administration procedures benefiting staff, and high levels of student satisfaction brought about by the course’s convenience and flexibility. However, problems surrounding registration, with students neglecting to activate their Internet and e‐mail accounts on time for the beginning of the course, seem to suggest that the total automation of distance learning is still problematic; students now register for this particular course in person, rather than online.

Cox and Housewright look at how a library instruction program at California State University, Fullerton, benefits from increasing use of Web‐based resources. Kaplowitz and Yamamoto examine how librarians at UCLA Loiuse M. Darling Biomedical library utilised alternative instructional delivery methods brought about by new technologies to address changes to the Medical School’s curriculum. This paper found that the changing nature of the Web both challenging and rewarding, as librarians adapt their working practices to monitor and engage with emerging Web‐based learning resources.

Hansen’s paper, “The Internet navigator” looks at how a long‐term experiment providing library and Internet instruction for online and distance users has developed over the last five years. Hansen suggests that developing such an online provision requires careful strategic planning in order to effectively revise and update the facility.

Papers by Brandt (“Information technology literacy: task knowledge and mental moods”) and McFadden (“Understanding the Internet: model, metaphor, and analogy”) look at mental models and creative learning, and how these theoretical approaches might serve to inform computer‐assisted instruction. Brandt finds that student knowledge levels must be surveyed in order to ensure that online learning resources are targeted and developed appropriately. McFadden identifies, through theoretical models of metaphor and analogy, some of the obstacles to effective learning that emerge in electronic learning systems.

Fourie’s paper looks at how computer‐assisted instruction can be used to teach skills in designing search strategies, while Pyle and Dzubian ask whether online and computerised instruction is always necessary, or whether it is often used unnecessarily. They conclude that the appeal of online learning can be effective in encouraging students into effective learning environments.

The final piece by Carr‐Chellman and Duchastel, “The ideal online course”, attempts to develop key components in producing quality online learning facilities, while acknowledging that in a fast‐changing environment, the concept of constructing “ideal” models is somewhat misleading.

An interesting addition to this work would have been users’ perspectives of computer‐assisted learning and teaching initiatives; these would give an insight into the benefits and obstacles brought about by these fast‐moving and varied projects from an additional front‐line perspective. That said, Computer‐based Instruction in Libraries and Library Education is a welcome addition to the knowledge of this subject area, and provides a broad and engaging overview of the pertinent issues.