Designing Effective Library Tutorials. A Guide for Accommodating Multiple Learning Styles

360 Pages·2012·0.56 MB·English

by  Lori Mestre (Auth.)

Designing Effective Library Tutorials
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Designing Effective
Library Tutorials
A guide for accommodating
multiple learning styles
L S. M
ORI ESTRE
Oxford Cambridge New Delhi
Chandos Publishing
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Oxford OX28 4BN
UK
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Woodhead Publishing Limited
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First published in 2012
ISBN: 978-1-84334-688-3 (print)
ISBN: 978-1-78063-325-1 (online)
© L.S. Mestre, 2012
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Printed in the UK and USA.
List of figures, tables and charts
Figures
2.1 Kolb’s Four Dimensions 22
4.1 LibGuide for learning objects at the University of
Illinois 62
4.2 LibGuide example from the University of Illinois 63
4.3 Video introduction from the University of Illinois 69
5.1 Static web page with screenshots from Sonoma State
University 79
5.2 Learning object LibGuide from the University of
Illinois 80
5.3 LibGuide used as a tutorial from the University of
Washington Health Sciences Library 81
5.4 Screencast tutorials with screenshots from the
University of Wisconsin Milwaukee 82
5.5 Video of graphic characters with live people
interacting – from Fairfield University 84
5.6 Option to play a game based on the video – from
Fairfield University 84
5.7 Challenges for a tutorial – from Fairfield University 85
5.8 Choices for questions – from Fairfield University 85
5.9 Plagiarism tutorial from the University of Texas
Libraries 86
5.10 Narrated PowerPoint from the University of Illinois 88
5.11 Enhanced podcast from the University of Illinois 93
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Designing Effective Library Tutorials
5.12 Videos from the undergraduate library, University of
Illinois 96
5.13 Gaming collection video, University of Illinois 96
5.14 Harry Potter exhibit montage, University of Illinois 98
5.15 Black History Month exhibit, University of Illinois 99
5.16 UGL rap video for instruction, University of Illinois 100
6.1 Storyboard example from Usability Net 112
6.2 Storyboard with branching from The eLearning Coach 113
6.3 Hot tip example 117
6.4 Example of directing attention to important elements,
University of Illinois 118
6.5 Opening web page for a tutorial from California
State Library 126
6.6 Internal examples of consistency in design from
California State Library 127
6.7 Example of consistent navigation and pop-ups for
additional information from California State Library 127
6.8 Example of a consistent introductory screen,
University of Illinois 129
6.9 Example of a consistent closing screen, University
of Illinois 129
6.10 Options for the novice and the expert from the
University of Arizona 132
6.11 Feedback for an ERIC quiz from the University of Illinois 134
7.1 Character choice from Søk & Skriv (Search and Write) 149
7.2 Character choice from You Quote It, You Note It,
Vaughan Memorial Library 149
7.3 Character choice from Research Basics, University
of Arizona 150
7.4 Narrowing a topic scenario from Research Basics,
University of Arizona 152
7.5 Student interaction in scenarios from the University
of Arizona 153
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List of figures, tables and charts
7.6 Too many simultaneous elements in a tutorial 155
7.7 Example of a title page between sections to cue a
change in topic, University of Illinois 158
7.8 Example of grayed-out area to help focus attention on
the main topic 159
7.9 More highlighting of specific features 159
7.10 Snoring character introduction, Vaughan Memorial
Library 160
7.11 Conceptual framework for tutorials from the University
of Maryland 162
8.1 Example of branching from the University of Arizona
University Libraries 179
8.2 Example of a drag and drop exercise from Eastern
Washington University 181
8.3 Example of feedback from the University of Newcastle 183
8.4 Correct response to a quiz from the University of
Illinois 184
8.5 Example of incorrect response feedback from the
University of Illinois 185
8.6 Ability to type in a phrase from the University of Texas
Libraries 186
8.7 Forms that require students to type from the University
of Texas Libraries 187
8.8 Email option form, the University of Texas Libraries 187
8.9 Icons to indicate extra information available on a topic 188
8.10 Rutger’s University Library tutorial choices 189
8.11 Use of clickable objects from a Vaughan Memorial
Library tutorial 190
8.12 Example of a choice of pathway in a module from
Stony Brook University 191
8.13 Example of an extra-help pop-up from Stony Brook
University 191
8.14 Clickable map example from the university library
at Sonoma State University 192
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Designing Effective Library Tutorials
8.15 Navigation options from the University of California
Irvine 193
8.16 Example of pop-ups for exercises from the University
of Arizona University Libraries 194
8.17 Carle Clinic tutorials 194
10.1 Usability testing design flow chart 239
11.1 Example of social networking at the undergraduate
library, University of Illinois 251
11.2 Example of page source showing metatags 252
11.3 Example of table tent content highlighting mobile
apps from the University of Illinois 256
11.4 Example of a bathroom stall flyer from the University
of Illinois 257
11.5 Example of an embedded tutorial videoclip in a
LibGuide from the University of Illinois 258
Tables
2.1 Families of learning styles 28
2.2 Similar categories in ILS and VARK 28
3.1 Global vs. analytical learning styles 40
6.1 Example of a chart for evaluating design 106
8.1 Adaptivity in Learning Management Systems Focusing
On Learning Styles, from Graf (2007) 196
10.1 Example of common themes based on the Mestre
study (2010) 241
A5.1 Marketing checklist for tutorials 312
A6.1 Suggestions for multimedia inclusion 315
Chart
6.1 Storyboard planning example 110
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Acknowledgements
The idea for this book came as a result of talking with many librarians
who were struggling with best ways in which to design learning objects.
Many librarians enter the profession without a background in teaching
or design strategies, and many have limited technological skills. I thank
these librarians for their candor, suggestions, and calls for help with a
guide that will help them to create effective, pedagogically sound learning
objects for their students.
I thank the students at the University of Illinois who were willing to
take part in the usability study of the tutorials and provide their
perspectives and suggestions for improving them.
I also thank the University of Illinois for granting me a sabbatical to
work on the book and the Research and Publication Committee of the
University of Illinois at Urbana-Champaign Library which provided
support for the completion of my research and to hire an indexer. Special
thanks to Linde Brocato for her careful scrutiny of the manuscript and
for her indexing work. Additionally, I appreciate the copy-editing work
of Geraldine Lyons.
Finally, to my husband, Jose, I am deeply grateful for the editing
suggestions for the book and for your patience.
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About the author
Dr. Lori Mestre is an Associate Professor of Library Administration and
Head of the Undergraduate Library at the University of Illinois at
Urbana-Champaign. In addition to her Master of Arts in Library Science
degree, she has a doctorate in Education specializing in language, culture,
and curriculum and has devoted the last eighteen years to exploring the
intersection between multicultural librarianship, learning styles, and
online learning environments that best reflect the diverse needs of
students. In addition to numerous articles and presentations related to
her research, in 2010 she published a book entitled Librarians Serving
Diverse Populations: Challenges and Opportunities (ACRL Publications
in Librarianship).
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