Web‐based Instruction: A Guide for Libraries (3rd ed.)

Citation

Cloete, L. (2011), "Web‐based Instruction: A Guide for Libraries (3rd ed.)", Online Information Review, Vol. 35 No. 1, pp. 170-171. https://doi.org/10.1108/oir.2011.35.1.170.8

Traditionally, library or bibliographic instruction formed an important part of the librarian's task to train library users how to use the library and its resources effectively. This training has been expanded to also include information literacy. The web has developed into a major mode for the dissemination of information resources, as well as for teaching and learning. In this third edition of the work on web‐based instruction, the author has updated the content to include the latest web‐based technologies such as current browsers, access methods, hardware and software. The book is thus also applicable to the context of digital information literacy.

The author is Director of Research, Instruction, and Technology Services for Z. Smith Reynolds Library, Wake Forest University, Winston‐Salem, North Carolina. Her interests include exploring the potential the web offers for the provision of library services and instruction. She holds two Master's degrees: in Library and Information Studies, and in Educational Technology Leadership.

The content of Web‐based Instruction has been organised according to the planning and execution of a web‐based instruction project. Chapter 1 sets the stage by introducing web‐based instruction and learning, and pedagogical dimensions of interactive learning. Chapter 2 explores library instruction on the web by focusing on the characteristics of good library instruction, the development of web‐based library instruction, and types and examples of web‐based instruction. Chapter 3 describes the planning of a web‐based instruction project. In Chapter 4 the selection of the project development tools is presented. This chapter elaborates on user constraints, hardware, and authoring software. Chapter 5 discusses the design of an effective user interface, focussing on user‐centred design, content, navigation, screen layout, visual design, multinational audiences, accessibility, and page optimisation. Chapter 6 covers the utilisation of multimedia such as graphics, sound, animation and video. In Chapter 7 the emphasis falls on the important aspect of interactivity – learners' involvement and participation in active learning environments. Finally, Chapter 8 addresses the evaluation, testing and assessment of a web‐based instruction programme – critical to the success of a project.

The book is described as a hands‐on manual for librarians. The author neither employs any complicated, technical terms nor provides very detailed explanations. However, for readers who wish to explore any aspects further, a list of resources is proved after the last chapter. The list is followed by a glossary of terms used in the work. The book also has a comprehensive index.

This work is recommended for librarians and information literacy training personnel. Anyone who wishes to embark on a web‐based instruction project should discover very useful pointers in this work. Furthermore, for those who want to research web‐based instruction and digital information literacy, the book provides a basic orientation supplemented with references to more resources.