Interactive online instruction for library research: the small academic library experience

Tricarico, Mary Ann; Tholl, Susan von Daum; O’Malley, Elena; Dugan, Robert E.

doi:10.1016/s0099-1333(01)00198-7

Cited by 17 publications

(6 citation statements)

References 1 publication

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“…Numerous articles cite the importance of integrating interactivity and active learning exercises into online library instruction tutorials in order to fully engage students (Dewald, 1999a; Tricarico et al , 2001; Donaldson, 1999; Dewald et al , 2000; Hrycaj, 2005; Durrington et al , 2006). Tutorials focusing on the search mechanics of a particular index or catalog have not generally taken advantage of creative design, or provided a fun, game‐like atmosphere conducive to enjoyment, a key factor that enhances learning for students of all ages.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Interactivity is a key factor contributing to the success of online library instructional tutorials (Dewald, 1999; Tricarico et al , 2001; Donaldson, 1999; Dewald et al , 2000; Hrycaj, 2005; Durrington et al , 2006). This article outlines the development and assessment of a highly interactive animated tutorial developed by the University of Illinois at Chicago (UIC) using Macromedia Flash software.…”

Section: Introductionmentioning

confidence: 99%

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Using interactive technology to teach information literacy concepts to undergraduate students

Armstrong

Georgas

2006

Reference Services Review

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PurposeThe purpose of the paper is to measure the effectiveness of a highly interactive animated tutorial that aims to teach basic information literacy concepts to undergraduates and to determine which factors enhance online learning.Design/methodology/approachThe tutorial was evaluated using 30 undergraduate students. Each test consisted of a pre‐tutorial questionnaire and a post‐tutorial questionnaire.FindingsData from the evaluative testing of the tutorial shows that the tutorial is effective in imparting information literacy concepts to undergraduate students. Students responded positively to the interactivity and game‐like nature of the tutorial.Originality/valueThe high degree of interactivity and the game‐like quality of the tutorial are key factors in its success. Thus, developers should aim to incorporate these elements into future online tutorials for undergraduate students.

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Section: Review Of the Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Using interactive technology to teach information literacy concepts to undergraduate students

Armstrong

Georgas

2006

Reference Services Review

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“…In their discussion of creating an online bibliographic instruction tutorial, Tricarico, Tholl, and O'Malley endorse the idea of the tutorial as independent of in‐person courses: “Online instruction also provides an alternative for students who prefer self‐regulated learning rather than formal instruction … ” (Tricarico et al , 2001). Their project was motivated in part by a study that indicated that “library‐sponsored bibliographic instruction sessions were valuable, yet, more than half of the students attempted to learn to use electronic resources on their own” (Tricarico et al , 2001).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In addition to endorsing the idea of the tutorial as independent of in‐person courses, Tricarico et al (2001) also make an interesting point about the use of online exercises: “Placing the exercises throughout the tutorial (rather than having a block of questions at the end) serves several purposes: it enlivens the experience to keep the user attentive; it provides immediate feedback without creating test anxiety; and it reinforces the skills taught”.…”

Section: Literature Reviewmentioning

confidence: 99%

Elements of active learning in the online tutorials of ARL members

Hrycaj¹

2005

Reference Services Review

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PurposeThe purpose of this paper is to determine the extent of the use of active learning in the online tutorials of members of the Association of Research Libraries (ARL) and to compare these results with those found in a similar study done in 1999 by Nancy Dewald, and also to determine what major types of active learning these sites offer.Design/methodology/approachThe focus of the study in this paper was on “stand‐alone” library skills tutorials, as opposed to those tutorials that need to be used in conjunction with an in‐person course in order to be effective. After defining what counts as a “tutorial” and “active learning”, ARL sites were reviewed to determine whether they employ elements of active learning.FindingsThis study found that the percentage of ARL tutorials that employ active learning is significantly greater than the percentage of such tutorials in Dewald's study. Also, some categories of the methods of active learning employed in these tutorials are determined and examples for each category are provided.Research limitations/implicationsBecause web page content is fluid and open to frequent changes, the findings of this study may not be accurate by the time of publication.Originality/valueThis paper updates and expands on (by focusing on ARL members) the findings of Dewald's original study of online tutorials. Also, the categories of active learning discussed and the examples of these provided can offer some aid to libraries that wish to add to or expand the use of active learning in their online tutorials.

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“…Yet, the technological and electronic options available are overwhelming, and true information literacy goes beyond a mere knowledge of software and specific interfaces. Without professional instruction users are left in a maze unable to manage the deluge of electronic options or to evaluate the flood of information retrieved (Tricarico, Tholl, O'Malley, & Dugan, 2001).…”

Section: Recommendationsmentioning

confidence: 99%

Harnessing the online resources: A case study of ScienceDirect in India

Munnolli¹

2005

The International Information & Library Review

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Interactive online instruction for library research: the small academic library experience

Cited by 17 publications

References 1 publication

Using interactive technology to teach information literacy concepts to undergraduate students

Using interactive technology to teach information literacy concepts to undergraduate students

Elements of active learning in the online tutorials of ARL members

Harnessing the online resources: A case study of ScienceDirect in India

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