December 2003 Site of the Month
Authors: Janet DiPaolo, Sara Baron, Sarah Tudesco
Interviewer: Cassandra Osterloh
Description:
The tutorial provides students with an introduction
to basic skills in information retrieval, evaluation, and use. Students
learn the location and function of essential areas in the library,
how to locate and borrow material, and how to obtain materials not
owned by the library. Students also learn to focus and articulate
information needed and identify key concepts of their topic. The
tutorial teaches students the difference between controlled vocabulary
and key words, how to use key concepts to find resources on a topic,
how to interpret bibliographic citations from search results and
locate the materials cited. Finally students learn to evaluate the
information retrieved and how to incorporate retrieved information
into their own texts. Learning objectives are defined and bulleted
on the introductory screen of each module. Learning objectives are
measured by quizzes at the end of each module, and at the completion
of each quiz, students generate a "Certificate of Completion".
Interview with tutorial author:
Q: What was the motivation for creating Pilot:
An Information Literacy Tutorial?
A: In 1998-99, as part of our library's strategic
plan project, we conducted a campus-wide environmental scan. Results
of the scan revealed a need for a wider variety of instructional
methods and tools for students, all accessible online. (We're a
commuter school, with a mix of students right out of Boston-area
high schools and returning, older students.)
At the same time, the university was developing a General Education
program in which the library was to have a major role in fulfilling
an information literacy competency. Although we intended to re-examine/re-vamp
and continue to offer our traditional LI program, we recognized
that the tutorial would allow us to meet a variety of learning styles,
from the Gen-Y student who may be computer-addicted to the older,
working student with a family who doesn't have time to come to a
traditional LI session.
Q: How was the tutorial promoted or advertised?
A: The tutorial has been advertised on the Library's
homepage. Promotional flyers were posted throughout campus. Instruction
librarians mention the tutorial in LI classes of all levels. The
tutorial has also been advertised at ongoing presentations made
to General Education faculty, at the University's annual ITC 'Teaching
with Media' Expo, at the University's Center for the Improvement
of Teaching annual conference, and at the annual Peer Mentor training
program.
Q: What were some of the challenges (technological
or other) that you encountered?
A: Although a five-member project team was
responsible for developing the tutorial, we often worked in small,
task-oriented groups that presented a challenge in giving the tutorial
one voice. In the end, the person(s) responsible for the final edit
solved that. (To the great relief and appreciation of the entire
team!)
Q: How has Pilot contributed to or influenced
your library's instructional services?
A: In varying degrees, all instruction librarians
use the tutorial in General Education LIs. In LI planning with a
General Education faculty member, we work out to what degree the
tutorial will be used -- from a mere mention to an instructor requiring
their students to demonstrate proof that they have gone through
the entire tutorial or through specific modules - which they can
easily do. When a student has completed a quiz at the end of a module
they can print/e-mail a certificate of completion (with score results).
In many first year seminar LIs, the tutorial is the only focus.
The librarian will do a brief lecture/demo/Q&A then spend the
reaming time having students work at computer workstations on the
tutorial.
In addition, many instruction librarians demo the tutorial in all
sorts of LIs (freshmen English composition classes, 200/300 level
courses, etc.).
Q: If you were to do it all over again, what
would you do differently (or the same)?
A: During the design/planning phase, create
additional small, task-oriented groups to a) establish maintenance
policy/procedures; and b) draft a marketing plan.
To contact the authors of Pilot: An Information
Literacy Tutorial, please write or call:
Janet DiPaolo
janet.dipaolo@umb.edu
617-287-5939
