Abstract
Teaching materials are very important for user-training in libraries. This paper describes and analyses the characteristics of the instructional materials created by Spanish academic libraries. It evaluates a sample of 72 resources in public access by applying 36 indicators grouped in ten categories. Only 24 % of libraries were found to have created such materials, focusing on explaining the sources of information and library services. Only three produced materials addressing information literacy. In general, these instructional materials were of poor quality from an educational point of view (few educational objectives, few exercises to reinforce learning, few pre-tests, and little final assessment) and commonly were little interactive (50 % involved slides and 20 % pdfs). In conclusion, most of these teaching materials appeared to be at an early stage of development and did not allow the user to either completely or autonomously follow the learning process.
Highlights
Teaching materials are very important for user-training in libraries
Posibilidad de consultar el material formativo en distintas versiones
Los 72 recursos analizados pertenecen sólo a 17 centros (24 %), mientras que los cincuenta y cinco restantes (76 %) utilizan guías de consulta o los enlaces a otros recursos externos como soporte a la formación
Summary
En una encuesta sobre formación de usuarios en bibliotecas universitarias (Somoza, 2007) se ponía de manifiesto un notable interés respecto de la preparación de materiales formativos ya que el 82 % de las bibliotecas elaboraban recursos propios para la formación. A pesar de este interés manifiesto, en el caso de España, los estudios sobre las características de estos materiales formativos son más bien escasos. En lo que se refiere al apartado de experiencias, uno de los primeros trabajos publicados (Martín, 1994) exponía el proyecto de creación de un tutorial sobre el tesauro MESH de la base de datos MEDLINE, resultado de un proyecto de colaboración entre el Hospital 12 de Octubre y la Universidad Carlos III. Este recurso debería estructurarse en cinco partes: los servicios de la biblioteca, la utilización del catálogo, la localización de los materiales, guías de uso de algunas fuentes de información y uso de Internet
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