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

Franklin, Kimberly; Faulkner, Kendall; Ford-Baxter, Tiffanie; Fu, Sheree

doi:10.1016/j.acalib.2020.102277

Cited by 14 publications

(19 citation statements)

References 13 publications

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“…The newly designed library research tutorial provides a better understanding about developing online interactive information literacy tutorials based on a backward design and predictable understandings and misunderstandings framework. Such approaches have a greater chance of helping designers to develop content based on students' understanding of course content and the clarity of the concepts used (Franklin et al, 2021). From this study, it is evident that designing online information literacy courses by engaging learners allows more interaction, selfassessment and reflection.…”

Section: Studies On Using Vles For Delivery Of Information Literacy To Students In Higher Learning Institutionsmentioning

confidence: 88%

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

Wema

2021

IFLA Journal

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This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

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Section: Studies On Using Vles For Delivery Of Information Literacy To Students In Higher Learning Institutionsmentioning

confidence: 88%

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

Wema

2021

IFLA Journal

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“…From the results of the n-gain test regarding increasing student representation using articulate storyline-based learning media, it can be seen that using articulate storyline-based learning media is effective in improving students' abilities regarding student representation in (Franklin et al, 2021) which show that the use of articulate storylines is beneficial for its interactivity and strong integration with digital learning. In addition, articulate storylines are also able to help create interesting e-learning with very simple features (Dzandu & Tang, 2015).…”

Section: Closingmentioning

confidence: 97%

The Development of Articulate Storyline-based Learning Media to Improve 5th Grade Students’ Mathematical Representation Ability

Firdaus

Azizah²,

Pritin³

et al. 2022

al.ibtida.snj

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This study aims to produce Articulate Storyline-based learning media on cubes and blocks nets material for fifth-grade elementary school students. This is Research and Development study. This study uses the ADDIE development procedure (Analysis, Design, Development, Implementation, Evaluation). The sample of this study was 26 fifth-grade students in an elementary school in Gunung Kidul, Yogyakarta. Expert judgment or validation is carried out by 2 media experts and 2 material experts to assess and revise the product. The method of data collection is a representation test, observation and questionnaires. The data analysis technique used content analysis and narrative analysis techniques. The result is a product of Articulate Storyline-based learning media on cubes and blocks nets material for fifth-grade elementary school students. The overall result of the trial shows good results, namely obtaining a decent category with details: (1) the material expert test got 3.8 or 76% good results, (2) the media expert test got 4.8 or 80% good results, (3) the results of the calculation of the n-gain score of 0.3877 which indicates an increase in students' mathematical representation abilities using articulate storyline-based learning media with moderate categories. So, it can be concluded that the Articulate Storyline-based learning media

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“…Of the general strategies recommended for both library and non-library programs, the most frequently mentioned was that of active learning (Acevedo 2020;Chickering & Gamson, 1987;Franklin et al, 2021;Gahl et al, 2020;Lierman & Santiago, 2019;Robinson & Bawden, 2017;Saunders, 2018). That is, learning where students are motivated to actively engage and not just click on links.…”

Section: General Strategiesmentioning

confidence: 99%

Information Literacy: Making Asynchronous Learning More Effective With Best Practices That Include Humor

Wegener

2022

The Journal of Academic Librarianship

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

Cited by 14 publications

References 13 publications

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

The Development of Articulate Storyline-based Learning Media to Improve 5th Grade Students’ Mathematical Representation Ability

Information Literacy: Making Asynchronous Learning More Effective With Best Practices That Include Humor

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