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Identifying Evaluation Standards for Online Information Literacy Tutorials (OILTs): A Review of Existing OILTs Evaluation Studies

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Identifying Evaluation Standards for Online Information Literacy Tutorials (OILTs): A Review of Existing OILTs Evaluation Studies …

Identifying Evaluation Standards for Online Information Literacy Tutorials (OILTs): A Review of Existing OILTs Evaluation Studies

Hang Dong
Presented in 3th September 2013
in Summer School 2013
University of Sheffield

Published in: Education

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  • 1. Identifying Evaluating Standards for Online Information Literacy Tutorials (OILTs): A Review of Existing OILTs Evaluation Studies Hang Dong Presented in 3th September 2013 Summer School, University of Sheffield This work is licensed under a Creative Commons Attribution-NonCommercial- ShareAlike 4.0 International License.
  • 2. What is Information Literacy?  Information literacy is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information." (American Library Association, 1989)  “knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner.” (CILIP, 2012).
  • 3. Information Literacy abilities (ALA)  Determine the extent of information needed  Access the needed information effectively and efficiently  Evaluate information and its sources critically  Incorporate selected information into one’s knowledge base  Use information effectively to accomplish a specific purpose  Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally
  • 4.  Information literacy is “more than just the ability to acquire a set of skills or an understanding of their application or execution”. Information Literacy is a “complex and dynamic practice that is driven by context”. (Lloyd, 2010 : 24-28)  Information literacy appears various in different context, Educational-----------------------------------textual, computer literacy Workplace------------------------------------textual, computer literacy Visual, such as art or media studies------visual literacy Oral practice in society---------------------oral information literacy
  • 5. What are Online Information Literacy Tutorials(OILTs)?  OILTs, Online Information Literacy Tutorials: Information literacy tutorials offered via Internet, also called web-based information literacy tutorials.  It has been very popular since the last several years of 20C.  OILTs have a clear positive impact on students’ academic skills. (McClure et al., 2011; Donaldson, 2001; Bury and Oud, 2005)  OILTs are at least as effective as face-to-face or in-person information literacy instructions.(Orme, 2004; Silver & Nickel, 2005; McClure et al., 2011)
  • 6. Example: University of Sheffield Library Website
  • 7. University of Illinois at Urbana- Champaign
  • 8. Research question and method  How do people evaluate these OILTs in academic libraries?  Is there a standard for all OILTs evaluation?  Method:  Documentary analysis
  • 9. Existing research about OILTs (1) Reference Research Topic OILT name Period of Research Evaluation Method McClure et al., 2011 OILT and student writing The Search for the Skunk Ape Fall 2009-Spring 2010 citation, textual analysis of students’ work Yelinek et al., 2010 LibGuides in an OILT General Library Research Tutorial August 2009 Not a rigorous study Bowles-Terry et al., 2010 Best practices for online video tutorials The University of Illinois OILT Before December 2010 Usability testing Bury and Oud, 2005 Usability testing of an OILT Wilfrid Laurier University Before January 2005 Usability testing
  • 10. Existing research about OILTs (2) Reference Research Topic OILT name Period of Research Evaluation Method Noe and Bishop, 2005 OILT assessment Auburn University Library’s Tiger IL Tutorial (TILT) Summer 2002-Fall 2003 IL pre-test and post-test and students' perception survey Orme, 2004 OILT and Information- Seeking Ability Texas Information Literacy Tutorial Fall 2001- Before May 2004 IL survey and comparison between 4 instructions Donaldson, 2000 OILT design Library Research Success Before Winter 2000 Students' perception survey
  • 11. Documentary Analysis  (1) From selected papers, all of the studies concern an individual OILT designed by an academic library.  (2) The usability testing and pre/post-test comparison are the most common methods for OILTs evaluation.  (3) Each research summarises a set of standards for an individual OILT or a type of OILTs.  (4) It is reasonable and important to categorise these OILTs in different ways, before forming a comprehensive standard.
  • 12. Categorises of OILTs  1 Modular tutorials and non-modular tutorials Initial purpose Content Length Others Modular tutorials designed for class instructions Both theoretical and practical knowledge supposed to be about 20- 30 min Interactive elements and a script Non- modular tutorials not designed for class instructions Clearly emphasised on practical knowledge, and de- emphasised on theoretical knowledge Sometimes much shorter
  • 13.  Texas Information Literacy Tutorial (TILT), integrated “into first-year college courses” (Kasowitz-Scheer and Pasqualoni, 2002 : 3)
  • 14. Non- modular tutorial University of Illinois at Urbana- Champaign
  • 15.  2 Different expressions of tutorials Text tutorials-------indispensable. Video tutorials, often for specific and discrete tasks, e.g. cite use Endnote e.g. find a paper from Library website Clear explanations of concepts Concise explanations of concepts Well-defined concepts Comprehensive examples Have captions Have a simple look Have a reasonable length Have a reasonable pace (slow) Have a friendly layout Easy to be found when needed
  • 16.  3 Technologies used in tutorials LibGuide or subject guide tutorials “a Web 2.0-based content management and information dissemination system” (Mooney, 2012 : 1) “3,000,000 guides by 60,000 librarians” (Springshare, 2013) Easy-to-use, standardised tool, including widgets and RSS feeds, Mobile-friendly, but it needs frequent maintaining for “accuracy and currency”. (Emanuel, 2012 : 11; Leibiger and Aldrich, 2013 : 431) E.g. The “General library Research Tutorial” Other technologies Blog tutorials, Web games, virtual 3D tutorials
  • 17. OILT name Period of Research Modular Text Video Subject Guide The Search for the Skunk Ape Fall 2009-Spring 2010 1 1 1 0 General Library Research Tutorial August 2009* 1 1 0 1 The University of Illinois OILT Before December 2010 0 1 1 0 Wilfrid Laurier University Library OILT Before January 2005 1 1 0 0 Auburn University Library’s Tiger Information Literacy Tutorial Summer 2002-Fall 2003 1 1 0 0 Texas Information Literacy Tutorial Fall 2001-Before May 2004 1 1 0 0 Library Research Success Before Winter 2000 1 1 0 0
  • 18. Conclusion It is essential for librarians to evaluate different OILTs according to their categories. For modular tutorials Separated to different modules Appropriate length for each modules Have interactive elements (quizzes) Be companied with a script Have theoretical and practical contents For non-modular tutorials Highlight practical contents Entitled with words like "How to" Relatively short learning time for each unit
  • 19. Have text webpages Clear explanations of concepts Concise explanations of concepts Well-defined concepts Comprehensive examples Have videos Have captions Have a simple look Have a reasonable length Have a reasonable pace (slow) Have a friendly layout Easy to be found when needed Have subject guides Ensure resources' currency Ensure resources' accuracy
  • 20. Limitations of the study  The samples of papers need to be more recent in general.  The numbers of samples need to be expanded.
  • 21. Main References  American Library Association. Information Literacy Competency Standards for Higher Education[Online] http://www.ala.org/acrl/standards/informationliteracycompetency  CILIP. Information literacy – Definition[Online] http://www.cilip.org.uk/cilip/advocacy-campaigns-awards/advocacy- campaigns/information-literacy/information-literacy  LLOYD, A. (2010). Information literacy landscapes: information literacy in education, workplace and everyday contexts. Oxford, UK, Chandos Pub.  McClure, R., Cooke, R. and Carlin, A. (2011). The search for the Skunk Ape: studying the impact of an online information literacy tutorial on student writing. Journal of Information Literacy, 5(2), 26-45.  Yelinek, K., Neyer, L., Bressler, D., Coffta, M., Magolis, D. (2010). Using LibGuides for an information literacy tutorial Tutorial 2.0. College & Research Libraries News, 71(7), 352-355.
  • 22.  Bowles-Terry, M., Hensley, M., & Hinchliffe, L. (2010). Best practices for online video tutorials in academic libraries. Communications in Information Literacy, 4(1), 17-28.  Bury, S. and Oud, J. (2005). Usability testing of an online information literacy tutorial. Reference services review, 33(1), 54-65.  Noe, N. W. and Bishop, B. A. (2005). Assessing Auburn University Library's Tiger Information Literacy Tutorial (TILT). Reference services review, 33(2), 173-187.  Orme, W. A. (2004). A study of the residual impact of the Texas Information Literacy Tutorial on the information-seeking ability of first year college students. College & Research Libraries, 65(3), 205-215.  Donaldson, K. A. (2001). Library research success: designing an online tutorial to teach information literacy skills to first-year students. The Internet and Higher Education, 2(4), 237-251.
  • 23. Thank you for your attention