Information Literacy Tutorial Research Articles

Online Skills in an Offline Environment: Creating Information Literacy Tutorials for the SolarSPELL Offline Digital Library

Digital and information literacy skills are necessary to succeed in today’s knowledge economy but for the millions of people in the world without internet access, a frustrating Catch-22 exists: How can they develop digital literacy skills without internet access? When they get access, what good is the internet to them if they don’t have the skills to use it productively? One answer is an offline digital library called SolarSPELL. This report from the field describes a series of instructional videos the author created to foster digital and information literacy skills among novice SolarSPELL users.

Assessing a Customized, Interactive Online Information Literacy Tutorial: The Getting Started with Research Module

Following the creation of online information literacy tutorial in response to the shift to online learning due to the COVID-19 pandemic, a team of librarians developed a multi-pronged approach to assessing the module to determine how well it met the stated learning objectives. This article describes the assessment of the Getting Started with Research information literacy module, a learning experience developed using RISE software and accompanied by a Google Forms research log for students to complete. The authors present results from both a rubric-driven and textual analysis study undertaken to assess student responses to the research logs that accompany the module, and discuss how the findings of the study will inform future practice.

It’s harder than it looks: How students identify original research articles in an undergraduate biology course

Biology students must develop a foundational understanding about the role information plays in the scientific research process. Key to this is understanding that original research articles are the primary method of communicating findings from original scientific research. We analyzed data from an information literacy tutorial and worksheet integrated in a core undergraduate biology course to investigate how students identify original research articles. Our results suggest that students conceptually comprehend original research, but they need practice at identifying original research articles in real time and benefit from librarian feedback when they are actively searching for and selecting articles.

‘Babe… you're a bit of a know it all’:

This study employed a novel user experience method, the love/breakup letter, to evaluate the usefulness of an online information literacy (IL) tutorial for students writing assignments with research requirements. Thematic coding of the letters showed that this method elicited revealing responses from students about their confidence in doing library research, preferred learning styles, and intentions to use such a tool again. In contrast with highly-favourable prelaunch user testing results, the majority of students wrote breakup letters to the tutorial and several bypassed it altogether despite their explicit assignment instructions. The findings have implications for librarians exploring new research methods and investigating practical applications of online IL teaching tools designed for self-directed learning.

An Information Literacy Tutorial for the Valencian Educational Context (Spain)

This paper presents an IL tutorial developed by the School Libraries Working Group from the Institute of Valencian Librarians and Documentalists and the Research Group on Education and Citizenship from the University of Balearic Islands (Spain). Firstly, a description of the information literacy training in Spanish educational centers is given. Secondly, the contents of the tutorial are explained. This tutorial has been developed by following the Three-Phase Model (Blasco and Durban, 2011), a model scientifically acknowledged and widely used in the Spanish context. Moreover, recommendations from educational researches and other IL tutorials are considered as well. Finally, an assessment tool is presented with the aim of improving this instrument and to adapt it to the real needs of teachers and students. The first assessment of this tutorial will be developed during the Doctoral Forum that will be celebrated on June-July 2015 in Maastricht.

Students leading the way: A micro-adaptation of UCLA’s WI+RE model to create information literacy tutorials

The COVID-19 pandemic necessitated that libraries quickly migrate information literacy instruction to an entirely online format. In traditional classroom instruction, librarians have arguably greater flexibility in terms of how we can actively engage students in brainstorming keywords, developing their topics, and constructing Boolean searches. All of the sudden, we were all scrambling to put together lesson plans for the online environment, and library tutorials were in great demand. Coincidentally, at the University of Illinois-Chicago (UIC) we had already embarked upon a student-centered tutorial creation project about a month before the pandemic’s onset, which allowed us to bolster our online instructional presence through the generation of student-centered learning objects.

Redesigning an online information literacy tutorial for first-year undergraduate instruction

Between spring 2018 and fall 2019 four librarians in the University Library at California State University, Los Angeles developed and launched an interactive online information literacy tutorial for first-year undergraduate students. The Library Research Tutorial for First-year Introduction to Higher Education Courses updates the functionality and content of the University Library's previous 2015 tutorial. Backward design and predictable understandings and misunderstandings were the conceptual frameworks for developing the tutorial. This article describes the development and implementation of the tutorial, which included obtaining grant funding from the University Library, selecting authoring software, scriptwriting, and conducting usability testing. Fall 2019 student performance data for the tutorial are also presented. The authors offer recommendations to future creators for embarking upon a tutorial project.

Self-Paced Tutorials to Support Evidence-Based Practice and Information Literacy in Online Health Sciences Education

Information literacy instruction for evidence-based practice in health sciences education often centers around literature review assignments in research courses. Librarians may have limited opportunities to teach in clinical courses where evidence-based practice is centered around on-the-job clinical practice. Tools like LibWizard allow librarians to create asynchronous tutorials that center around information literacy for clinical scenarios and include hands-on practice and real-time feedback. In this paper, the author, a health sciences librarian, summarizes the development, implementation, and assessment of a self-paced, interactive information literacy tutorial to support evidence-based practice in two clinical courses in an online graduate nursing program.

The lifecycle of a research tutorial: From concept to implementation and beyond

In 2016, the University of Maryland Global Campus Library began a redesign of its core information literacy tutorial in response to substantive curricular changes, the technological obsolescence of an older tutorial, and an improving understanding of student needs based on an analysis of reference questions received. This article describes the design process, with an emphasis on best practices and directions for future research.

The effects of subtitles and captions on an interactive information literacy tutorial for English majors at a Turkish university

Subtitles and captions have been used to aid second language learning. This study focuses on the effects of subtitles and captions on English Language Learners' ability to learn information literacy skills and apply those skills using an interactive tutorial. Three groups of Turkish university students majoring in English Language and Literature completed a tutorial on ACRL's Framework scholarly conversations. One group completed the tutorial with an English soundtrack and no titling; the second group completed the tutorial with an English soundtrack and English captions; and the third group completed the tutorial with an English soundtrack and Turkish subtitles. Using Morae software, the students were recorded and evaluated for time-on-task and correct completion of the interactive practice elements. The group that viewed the tutorial with an English soundtrack and Turkish subtitles completed tasks at a statistically significant faster pace than other groups and with statistically significant more success.

Multi-lingual and multi-cultural information literacy: perspectives, models and good practice

PurposeThis paper aims to review current approaches to, and good practice in, information literacy (IL) development in multi-lingual and multi-cultural settings, with particular emphasis on provision for international students.Design/methodology/approachA selective and critical review of published literature is extended by evaluation of examples of multi-lingual IL tutorials and massive open online courses.FindingsMulti-lingual literacy and multi-cultural IL are umbrella terms covering a variety of situations and issues. This provision is of increasing importance in an increasingly mobile and multi-cultural world. This paper evaluates current approaches and good practice, focussing on issues of culture vis-à-vis language; the balance between individual and group needs; specific and generic IL instruction; and models for IL, pedagogy and culture. Recommendations for good practice and for further research are given.Originality/valueThis is one of very few papers critically reviewing how IL development is affected by linguistic and cultural factors.

Creating Captivating Information Literacy Tutorials

In the Fall 2016 semester, Texas Woman’s University Libraries introduced a series of new information literacy tutorials. These tutorials were designed to replace older, outdated tutorials that were being phased-out. This paper describes the process of creating the new tutorials using Adobe Captivate, including the challenges and successes of implementing the program into college classes. There are many programs available for creating video tutorials, but Adobe Captivate was selected because its features work best for the needs of the Texas Woman’s University community. With their potential for active learning, video tutorials can be highly effective teaching tools for information literacy instruction. Instruction librarians specifically, and librarians in general, would do well to include the skill of creating video tutorials in their toolbox to stay relevant in the field.

Leveraging Learning Outcomes to Build an Online Information Literacy Tool

ABSTRACTThis exploratory study applies reflective practice to analyze the role of learning outcomes in developing an online information literacy tutorial. [web address] is a set of ten open access modules that build graduate-level academic literacies and research skills. At the heart of the modules is a set of rigorously crafted learning outcomes that provide the foundational structure on which the self-paced tool is built. Using Gibbs’ Reflective Cycle, this study traces how learning outcomes framed an iterative four-stage design process. Drawing on these findings, we offer considerations for teams developing online learning tools for information literacy and research skills.

“I'm a Visual Learner so I like this”: Investigating Student and Faculty Tutorial Preferences

ABSTRACTOnline tutorials are useful for reinforcing information literacy concepts addressed in library instruction. A wide range of tutorial types cater to different learning styles and feature varying levels of interactivity. In this study, students and faculty reported experiences using two types of tutorials teaching basic search strategies—an interactive tutorial, and a video tutorial. Although both groups favored the video, faculty were split about which tutorial they would rather assign, a discrepancy suggesting questions about how tutorial developers should balance user preferences with learning needs. These findings provide valuable insights for librarians and instructional designers considering creating information literacy tutorials.

Maintaining Quality While Expanding Our Reach: Using Online Information Literacy Tutorials in the Sciences and Health Sciences

Abstract
 
 Objective – This article aims to assess student achievement of higher-order information literacy learning outcomes from online tutorials as compared to in-person instruction in science and health science courses.
 
 Methods – Information literacy instruction via online tutorials or an in-person one-shot session was implemented in multiple sections of a biology (n=100) and a kinesiology course (n=54). After instruction, students in both instructional environments completed an identical library assignment to measure the achievement of higher-order learning outcomes and an anonymous student survey to measure the student experience of instruction. 
 
 Results – The data collected from library assignments revealed no statistically significant differences between the two instructional groups in total assignment scores or scores on specific questions related to higher-order learning outcomes. Student survey results indicated the student experience is comparable between instruction groups in terms of clarity of instruction, student confidence in completing the course assignment after library instruction, and comfort in asking a librarian for help after instruction.
 
 Conclusions – This study demonstrates that it is possible to replace one-shot information literacy instruction sessions with asynchronous online tutorials with no significant reduction in student learning in undergraduate science and health science courses. Replacing in-person instruction with online tutorials will allow librarians at this university to reach a greater number of students and maintain contact with certain courses that are transitioning to completely online environments. While the creation of online tutorials is initially time-intensive, over time implementing online instruction could free up librarian time to allow for the strategic integration of information literacy instruction into other courses. Additional time savings could be realized by incorporating auto-grading into the online tutorials.

PROTOTIPE LITERASI INFORMASI BERBASIS WEB SEBAGAI UPAYA PENINGKATAN KEMAMPUAN LITERASI SISWA MAN INSAN CENDEKIA

Abstract. Information Literacy (IL) Program is a library program that aims to improve the ability of library users to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. Information literacy learning is essential to be taught and applied in education from the beginning of the school so that students are able to find and organize information effectively and efficiently particularly regard to the school assignment and learning process. At present, various educational institutions began to implement online learning model to improve the quality of teaching and research quality. Due to the advancement of information technology, the information literacy program should be adjusted with the needs of library users. The purpose of this study was to design web-based information literacy model for school library. This research conducted through several stages which are: identifying the needs of web-based IL, designing web-based IL, determining the model and the contents of a web-based IL tutorial, and creating a prototype webbased IL. The results showed that 90,74% of respondents stated the need of web-based learning IL. The prototype of web-based learning IL is consisted of six main units using combination of the Big6 Skills model and 7 Concept of Information Literacy by Shapiro and Hughes. The main fiveth units are Library Skill, Resource Skill, Research Skill, Reading Skill, and Presenting Literacy. This prototype web-based information literacy is expected to support the information literacy learning in a holistic approach.

Guided Resource Inquiries: Integrating Archives into Course Learning and Information Literacy Objectives

At California State University, Northridge (CSUN), many students lack the skills needed to locate, analyze, and apply essential contexts associated with primary sources. Using these sources requires critical inquiry, which is a fundamental theme in pedagogy, the California State University system's Core Competencies, and the Association of College and Research Libraries Framework for Information Literacy for Higher Education. The authors piloted a Guided Resource Inquiry (GRI) tool that enables teaching faculty and librarians to create course assignments integrating online primary sources. These assignments deliver relevant information literacy tutorials to students using a single interface. With the GRI students better understood the nature of primary sources and how to analyze them critically in their course work. Additionally, students more fully understood the research process, and were more likely to use primary and archival materials in the future.

The effectiveness and acceptance of an affective information literacy tutorial

Due to the ready access to large amounts of information afforded by the Internet, information literacy (IL) has taken on an important role. Recent developments in affective computing have provided more opportunities in the way online IL education can be delivered. However, research on how affective computing can be used in IL education is lacking. The research objectives of this study are therefore twofold: to investigate the influence of affective embodied agents (EAs) on students' motivation, enjoyment, knowledge retention and intention to use; and to uncover factors influencing their intention to use an online IL tutorial with affective EAs.To achieve these objectives, 285 university students were recruited to participate in a betweensubjects experiment (text-only, non-affective EAs, and affective EAs), including completing an IL tutorial and a post-test questionnaire. The results suggested that students benefited from the added use of an affective EA in the IL tutorials, in terms of learning motivation and enjoyment. Moreover, relevance, confidence, satisfaction, affective enjoyment, and behavioral enjoyment were found to be significant predictors for intention to use an IL tutorial with affective EAs.

<i>The Open Library at AU</i> (Athabasca University): supporting open access and open educational resources

To address challenges that learners, course creators, librarians and academics involved with OER and MOOCs are facing when looking for scholarly materials, Athabasca University Library has initiated the development of the Open Library at AU. This open library is a full library website that provides easy access to open and free resources. Tools and information literacy tutorials are also included to enable learners, researchers, and others to find, evaluate, and use the information they need for their open learning course or research. Many of the challenges that those involved in open learning face are addressed by the open library and the potential impact it can have on open learning and knowledge sharing is tremendous.

No Pedagogical Advantage Found Between LibGuides and Other Web Page Information Literacy Tutorials

A Review of:
 Bowen, A. (2014). LibGuides and web-based library guides in comparison: Is there a pedagogical advantage? Journal of Web Librarianship, 8(2), 147-171. doi:10.1080/19322909.2014.903709
 
 Abstract
 
 Objective – This study compares two versions of an online information literacy tutorial – one built with Springshare’s LibGuides and one built as a series of web pages – in order to determine if either platform provides a pedagogical advantage in delivering online instruction.
 
 Design – Experimental, posttest only.
 
 Setting – Large, public, primarily undergraduate four-year university in the Western United States of America with 16,000 full time equivalent student enrollment.
 
 Subjects – The sample consists of 812 students enrolled in 25 sections of a 100-level Communications Studies course. Of those students, 89 responded to the study’s posttest survey (11% response rate). 
 
 Of the 89 respondents, 53 viewed the LibGuide tutorial: 12 respondents were male, 33 respondents were female, and 8 respondents did not report their gender. Of the 53 LibGuide participants, 47 responded to other demographic questions, and were primarily 18-20 years old (94%), first-year students (79%), and non-Communication Studies majors (91%).
 
 The remaining 36 respondents viewed the web page tutorial: 7 respondents were male, 25 respondents were female, and 4 did not report their gender. Of the 32 respondents that provided demographic information, all participants were 18-20 years old, 31 of 32 were first-year students, and the majority were non-Communication Studies majors (78%).
 
 Methods – Students completed an online tutorial designed to teach them information literacy skills necessary to find resources for a class debate. Each section was randomly assigned to one of two information literacy tutorials: 12 sections viewed a tutorial built with LibGuides and 13 sections viewed a web page tutorial. The two tutorials included identical instructional content and worksheet. Each of the tutorials’ six sections were tied to the ACRL Information Literacy Competency Standards for Higher Education. A seventh section in both tutorials administered a voluntary survey. Six knowledge-based survey questions tested students’ abilities on the six skills covered in the tutorials. Three affective questions asked students to use a four-point Likert scale to report ease (1 = very easy, 4 = very difficult), clarity (1 = very clear, 4 = very unclear), and convenience (1 = very convenient, 4 = very inconvenient) of six research skills, including: identifying keywords and main concepts in a topic, identifying scholarly versus non-scholarly sources, finding relevant scholarly articles, locating a book’s call number in the library catalog and on the shelf, finding newspaper articles, and constructing an annotated bibliography. Two affective survey questions asked students to use a four-point Likert scale (1 = very significant increase, 4 = no increase) to rate the impact the tutorial had on their knowledge of and satisfaction with using the library in each of the six areas of research.
 
 Main Results – The overall response patterns for the six information literacy knowledge-based questions were similar for both groups. Students who viewed the LibGuides tutorial performed better than the web page group on four of the six knowledge-based questions. The web page group performed better than the LibGuides group on two of the six knowledge-based questions. Across the board, students performed poorly on the first question, which measured students’ abilities to form a search 
 string (39.2% correct in the LibGuides group; 25.7% correct in the web page group), and on the fifth question which asked students to identify the best source of current information from a list of resources (32% correct in the LibGuides group; 17% correct in the web page group). 
 
 Response means on the first three affective questions indicate that students in both groups found searching for relevant scholarly articles and constructing an annotated bibliography to be more difficult than the other four skills. Additionally, students in the LibGuide group reported slightly higher means than the web page group concerning the clarity of finding newspaper articles, and were therefore less clear on the task. Students in the web page group reported slightly higher means than the LibGuide group when reporting the convenience of constructing an annotated bibliography, suggesting they found creating a bibliography more inconvenient. Students in both groups also responded similarly to the final two affective questions measuring the perceived impact the tutorial had on their knowledge of and satisfaction with using library resources.