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The Library TutorialA Brief, Illustrative History

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“You have to tell people about this!”

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In the Beginning…(Well, 1982…)

At University of Victoria:• Required• Part of first-year English• Catalogue, indexes, more

• Self-paced• Organized into modules• “How-to” (text, images)

followed by activities• Test administered by librarians• Test requires use of tools,

resources

The Library SkillsWorkbook

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RIO (U of Arizona)Winner of the 1999 ACRL Innovation in Instruction Award, because of its:• Ties to information literacy

competencies• Structure and design• Effective use of graphics• Strong evaluation component• Development through usability testing• Ease of use• Clarity of language• Adaptability to variety of instructional

settings (course-related instruction, just-in-time research assistance)

• Marketing

Take a tour: http://web.archive.org/web/20010607140306/dizzy.library.arizona.edu/rio/

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And then came…

http://tilt.lib.utsystem.edu/

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TILT: A Watershed MomentWinner of the 2000 ACRL Innovation in Instruction

Award, because it:“incorporates many levels of cognitive and affective objectives as well as critical thinking skills within the framework of a truly interactive and personalized learning environment.”

Focuses on fundamental concepts and transferable skillsUses graphics, media, games and humour to reach its

target audience (traditional-aged undergraduates)

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Penn State Universityhttp://www.libraries.psu.edu/instruction/infocyle.htm

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PsycINFO (EbscoHost 2.0) – Using the Thesaurushttp://blip.tv/file/1453578/

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Kuhlthau & Bloom

Knowledge Dimension

Cognitive Process Dimension*Remember Understand Apply Analyze Evaluate Create

Factual KnowledgeConceptual KnowledgeProcedural KnowledgeMeta-cognitive Knowledge

*Other dimensions to Bloom’s taxonomy:• Affective• Psychomotor

http://www.skagitwatershed.org/~donclark/hrd/bloom.html

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Online Library Assignment (OLA)Rooted in UFV traditionOne piece of the equation – provide a foundationIntegrative (instruction embedded into tasks and assessment)Concrete (try not to overwhelm); not just “how,” but “why”Casual tone, humourAuthentic, real timeStatistics report:

http://journals.ufv.ca/library/first_year/stats.phpThe technical details: PHP, MySQL on Linux server running

Apache web server

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What’s Next?Rewrite the code, storing question data in a databaseAdd a web-based admin interface to allow creation of

multiple versions with custom URLsAdd a check for local proxy authenticationAllow students to stop in the middle and restart where

they left offAllow students to send results to more than one

instructorAdd item-level analysis to statistical reportRelease it as open source

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ResourcesANTS (Animated Tutorial Sharing Project), http://ants.wetpaint.com/The Internet Wayback Machine, http://www.archive.org/LION (Library Information literacy Online Network) TV, http://liontv.blip.tv/PRIMO (Peer-Reviewed Instructional Materials Online), http://

www.ala.org/apps/primo/public/search.cfm

ReferencesAnderson, L.W., & Krathwohl, D.R. (Eds.). (2001). A taxonomy for learning, teaching, and

assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman.Kuhlthau, C. C. (2007). Reflections on the development of the model of the Information Search

Process (ISP): Excerpts from the Lazerow Lecture, University of Kentucky, April 2, 2007. Bulletin of the American Society for Information Science and Technology, 33(5), 32-37. Retrieved November 4, 2008, from http://www.asis.org/Bulletin/Jun-07/Kuhlthau.pdf