Purpose -The purpose of this paper is to report on the results of a study that assessed whether students learned information literacy concepts after taking the interactive online Tutorial for Information Power (TIP). Design/methodology/approach -The methodology and design involved a pre-and post-test assessment of students who completed an online tutorial. Findings -Students who spent more time working through the tutorial had a statistically significant increase from their post-test to their pre-test scores.Research limitations/implications -Statistically significant results reported from this study are of interest to the educational community involved with the teaching and assessment of information literacy.Practical implications -This study offers a successful model for evaluating student learning from an online tutorial. Originality/value -This study is one of the few in the literature addressing the assessment of information literacy and online tutorials.
Library journal subscriptions are treated as a public good. A monopoly publisher sells subscriptions to both libraries and individuals. For individuals, the journal is a private good. Profit maximization can lead to high institutional prices and few individual subscribers. This outcome is reinforced by increases in publishing costs. Library serial prices fall if patrons pay access costs and/or there is congestion. Data are presented to support these conclusions. Library prices are two to ten times higher than private prices; there are as few as two to four individual subscribers in an academic journal market. Library subscription prices are directly related to the number of consumers who use the library serial.
In 2010, the Wolf Trap Foundation for the Performing Arts, Institute for Early Learning Through the Arts, was awarded an Arts in Education Model Development and Dissemination (AEMDD) grant to develop, implement, and disseminate a research-based program of professional development (PD) that equips prekindergarten and kindergarten teachers to infuse mathematics instruction with arts instruction in their classrooms. The PD includes summer institutes and classroom-based residencies in which music, dance, and drama performing artists work with teachers in teams. This instructional approach is often called arts integration. American Institutes for Research (AIR) conducted an evaluation of the four-year grant from 2010-2014, examining the implementation of the PD and assessing its impact on teacher practices and student mathematics knowledge. This article reports on the experiences of the elementary school teachers and Wolf Trap teaching artists in the first cohort of participating schools during 2011-12 and 2012-13, drawing on data from a variety of sources (PD observations, residency artifacts, artist interviews, and teacher surveys). We find that the Wolf Trap PD program demonstrates features of effective PD. It is classroom-based, intensive, and focused on what teachers and students need to know to teach and learn mathematics. It is aligned with district standards and offers many opportunities to teachers for active learning. The Wolf Trap PD program delivered preparation to teachers to infuse performing arts-based strategies into their mathematics instruction, starting in the PD institutes and then continuing in the residencies and did so with fidelity to the planned model. Wolf Trap used several approaches to optimize fidelity: a planning year and practice sessions with teaching artists, consistent use of local content experts, and materials structured to reflect the concepts and approaches used in both institutes and residencies. The article concludes with suggestions for practitioners and questions for further research.
The University of Wyoming Libraries has implemented an interactive Web tutorial focused on the ACRL Information Literacy Competency Standards. Since its inception, approximately 3,000 students have used TIP: tutorial for information power. At this point it is appropriate to pause and reflect on our experience. Have we met our original objectives? Was TIP worth the time, effort, and expense required to develop a Web tutorial? Has it had an impact on information literacy on our campus?
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