Empowered library eLearning

Abstract

PurposeThe purpose of this paper is to provide librarians with an alternative method to capture assessment from information literacy tutorials and produce reporting without the need of conventional learning management systems (LMS).Design/methodology/approachThis study captures the procedure by which Monmouth University Library used its Association of College and Research Libraries Peer‐reviewed Instructional Materials Online (ACRL PRIMO)‐awarded plagiarism prevention tutorial to assess Adobe Connect's ability to function as a library‐based, librarian friendly LMS.FindingsBoth Adobe Captivate and Connect are effective tools that produce and report high quality data which can be shared with academic departments to build strong relationships and further information literacy initiatives. Adobe Captivate tutorials are easily developed and highly customizable; librarians can modify their work and publish updated learning tutorials instantaneously without LMS administrator involvement due to Adobe Connect's ability to function as an LMS.Research limitations/implicationsAlthough this study is limited to data captured from 1,600 users of the library's plagiarism prevention tutorial, it suggests that success may be reproduced with any online information literacy effort where assessment is required.Practical implicationsPractical implications consider how small college libraries can capture assessment without assistance from information technology departments.Social implicationsThis work helps students avoid plagiarism, a serious epidemic in college libraries.Originality/valueThis review introduces alternative ways in which assessment and reporting may be achieved without conventional LMS.

Creating learning outcomes from threshold concepts for information literacy instruction

“…For this project, the author consulted a number of research studies on the assessment of tutorial design and student learning (Appelt and Pendell 2010;Befus and Byrne 2011;Betty 2008;Blummer 2007;Bracke and Dickstein 2002;Dent 2003;Ergood, Padron, and Rebar 2012;Germek 2012a;Germek 2012b;Henrich andAtterbury, 2012 Jackson 2006;Lechner 2005;Lindsay, Cummings, Johnson, and Scales 2006;Stiwinter 2013) Peer-Reviewed Instructional Materials Online database also influenced decisions about how assessment would be built into the tutorial.…”