Purpose – This paper aims to present guidelines for using streaming multimedia tutorials in academic library instruction.Design/methodology/approach – Research in cognitive psychology, education and librarianship is synthesized and its application to the design of library screencast or multimedia tutorials is discussed.Findings – Guidelines are presented on determining when multimedia is needed, how to make sure multimedia tutorials are clear and understandable, how to include interactivity effectively, how to promote critical thinking, and how to design interfaces and tutorial structure based on levels of student knowledge.Originality/value – Screencasts are a relatively new form of library instruction. Guidelines in this paper are summarized in a checklist that can be used when designing screencasts or multimedia tutorials.

/pdf/guidelines-for-effective-online-instruction-using-multimedia-4qleghcbue.pdf

Guidelines for effective online instruction using multimedia screencasts

Content analysis of course syllabi can answer a variety of questions about the structure of courses and the campus culture of teaching and learning. The authors report a review of the full population of undergraduate syllabi at one institution during one academic term (n = 1153), including rubric design and training procedures for reviewers. The authors discuss the rich data generated by a comprehensive analysis of syllabus content, including student learning outcomes, descriptions of assignments and projects, and descriptions of activities and strategies instructors use to promote student learning. The review generated inventories of courses that addressed learning outcomes and associated assignments. Librarians and the Centre for Teaching, Learning and Assessment will use these inventories to approach departments and faculty with shared interests (e.g. information literacy, high-impact pedagogical practices, twenty-first century skills) and initiate collaborations to develop library workshops, resource ...

https://ir.uwf.edu/islandora/object/uwf%3A22827/datastream/PDF/view

Assessing the Culture of Teaching and Learning through a Syllabus Review.

An assessment project was conducted by the Mansfield Library to evaluate the teaching and content of a research module embedded into a popular undergraduate course, Introduction to Public Speaking, part of the University of Montana's General Education Requirement. The project aimed to develop internal benchmarks and improve the curricula, as needed. Pre- and post-surveys were developed to assess student research confidence, perceptions of information tools, Web evaluation abilities, and assistance-seeking attitudes. Data from 426 student responses were analyzed using qualitative and quantitative methods. The process, results, and analysis of the project are discussed.

/pdf/continuing-assessment-of-library-instruction-to-je6tx564fl.pdf

Continuing Assessment of Library Instruction to Undergraduates : A General Education Course Survey Research Project

https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1126&context=lib_fsdocs

“It's in the Syllabus”: Identifying Information Literacy and Data Information Literacy Opportunities Using a Grounded Theory Approach

The student response system (SRS) is marketed as a reliable tool for improving students’ academic attainment. However, findings to the question of whether or not the SRS does improve the learning outcomes of ESL [English as a Second Language] learners in primary education are not well documented in the research literature. Despite the wide use of English as the medium of communication and instruction in many Anglophone countries such as Nigeria, a teacher’s ability to actively engage all students in the classroom is challenging and relatively difficult. Learners’ poor performance in school subjects, as well as national examinations conducted by bodies such as the West African Examination Council (W.A.E.C.) and the National Examination Council (N.E.C.O.) has been attributed to teachers’ reliance on, and use of, the traditional lecture method which deprives students of the necessary interaction, active engagement and dialogic communication that could promote improved learning outcomes. The adoption, as well as the use, of SRS in schools to enhance teaching and learning is yet to be a reality in Nigeria. Researchers argue that, for learners to experience improved academic attainment, they must possess a reasonable degree of communicative competence in the language of instruction. Moreover, language is best learnt when student learners are given the opportunity to interact in the class with a view of exploring the environmental artifacts to interactively use the target language in real life situations.

/pdf/exploring-the-efficacy-of-student-response-system-in-a-sub-6oo33sgvht.pdf

Exploring the Efficacy of Student Response System in a Sub-Saharan African Country: A Sociocultural Perspective.

A syllabus study was conducted to indicate potential directions for the library instruction program at the University of Notre Dame, a comprehensive Level One institution in Indiana. In addition to identifying those courses which might benefit from library instruction that are not currently utilizing these services, the authors also tested several hypotheses regarding library use. A total of 144 syllabi were collected from a random sample of classes and were analyzed to determine the degree to which library resources are utilized. A summary analysis of the course syllabi showed that 62 syllabi (43 percent) required no library use, and 82 syllabi (57 percent) required at least some library use. Further analysis of the data revealed that class size, discipline, and even days on which classes are taught have an impact on the extent to which any type of library component is included in syllabi. The disciplines with the highest percentage of required library research were arts/architecture and the social sciences, the disciplines with the lowest percentage of library use were business and the sciences/engineering. This study reinforces the value of examining course syllabi as a method for uncovering opportunities for instruction and outreach.

/pdf/using-course-syllabi-to-uncover-opportunities-for-curriculum-1cju696mub.pdf

Using Course Syllabi to Uncover Opportunities for Curriculum-Integrated Instruction

A test of the effectiveness of interactive multimedia Web sites demonstrates that library users' topic knowledge was significantly greater after visiting the sites than before. Library users want more such sites about library services, their majors, and campus life generally. Librarians describe the roles they want to play on multimedia production teams after working on the LUMENS Project.

/pdf/testing-the-effectiveness-of-interactive-multimedia-for-6nsn9poi9i.pdf

Testing the Effectiveness of Interactive Multimedia for Library-User Education

/pdf/technology-and-learner-motivation-in-library-instruction-a-58o3asr2wf.pdf

Technology and Learner Motivation in Library Instruction: A Study of Personal Response Systems

Senior Thesis Camp: Partnerships in Practice at the University of Notre Dame

The purpose of the LUMENS (The Effectiveness of Multimedia for Library-User Education) Project was to train library educators to build interactive multimedia Web sites using Macromedia Flash and to enlist library users in a test of these sites to determine whether interactive multimedia web sites are effective vehicles for conveying library-user education content. The research effort included a large-scale, distance-education training effort because few library educators are trained in interactive multimedia production.

/pdf/the-effectiveness-of-multimedia-for-library-user-education-2u709q9n1k.pdf

The effectiveness of multimedia for library-user education: Final report of the LUMENS project

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