1. Online Tutorials In Engineering Libraries: Analysis and Discussion Yue (Julie) Xu Assistant Professor Reference Department Mississippi State University Libraries

2. Why On-line Tutorials Librarians have the responsibility to instruct patrons; patrons have the searching habit of self-paced learning Easy to access, 24/7 availability Release the challenges of shortage of staff, limited time, and resources Supplement for class instructions

3. Purpose of Research Limited number of resources focusing on web- based instructions in engineering libraries Analyzing existing online tutorial projects that were implemented in engineering libraries could help with the building of future tutorials in Selecting the tutorial content Choosing the proper software tools Rendering in the format of selected media based on required features

4. Development History 1980’s Developing stage 1990’s Emerging research 2000’s Broadly applied

5. What Have Been Found  Characteristics of good instructions: Active learning, Media, Navigational aids, Course- related, Collaborative learning, Concepts vs. Mechanics, Offering a librarian’s help  Interactivity and graphics were identified as two major elements  Active learning: quizzes and exercises with frames/separate browser windows  Multimedia: audio & video could strengthen the effect of web

6. Research Questions How widely are online tutorials applied in engineering libraries? What kinds of instruction do engineering libraries hope to present through the online channel? Do the web instructions use media and active learning elements to enhance teaching and learning experience? What are the current trends of design regarding online tutorials in engineering libraries?

7. Data Collection and Analysis Selecting 39 engineering libraries from the “Guide to Engineering Libraries” of ELD Targeting open web-based tutorialsFive aspects to analyze online tutorialsImplementing Microsoft SQL Server database

8. 1: The Application Status of Online Tutorials  27 of 39 libraries (69%) provide open online tutorials  The types of online tutorials can be broken into four situations: Types of DevelopmentLibrariesPercentage Library-created only1948.72% Library and third-party created820.51% Third-party-created only00% No implementation1230.77%

9. 2: Tutorial Categories Information Literacy Basic Library Skills Advanced Library Skills Course Related Others

10. 2: Tutorial Categories (Cont.)

12. 14 topics are engineering specific online tutorials:  Engineering databases(10): web of science, PubMed, IEEE Xpolre, Scifinder Scholar, Compendex & Inspec, etc.  Patent  Standards & specifications  Engineering web resources  Engineering staff training

13. 3: Active Learning Definition: when patrons join the learning process and think actively, hands-on experience is required and feedback is provided to allow further self-evaluation.  15 libraries (55.6%) provided online tutorials with active learning features  Two types: Interactive quizzes and exercises with frames

14. 4: Audio/Video Library Level 14 of 27 libraries (51.9%) offered tutorials with audio/video; 11 of 14 libraries (78.6%) used screen cast flash videos Tutorial Level 87 of 166 tutorials (52.4%) applied audio/video

15. 5: Software Packages  Camtasia Studio – 7 libraries  Adobe Captivate – 5 libraries  Macromedia Flash – 2 libraries  Articulate – 1 library  Camtasia and Captivate are mostly used to create “Basic Library Skills” and “Advanced Library Skills” tutorials

16. Discussion  Online tutorials are widely used in engineering libraries  Helping patrons to search library resources and find available services is one of the most important tasks provided by library web instructions  Active learning is applied by 55% of the 39 libraries. Compared with other research in 2005, there is no significant difference

17. Discussion (Cont.) Four main features :  Developing online tutorials instead of using third-party resources  “Basic Library Skills” is the dominant category  HTML based websites are mainly used  Most of the audio/video files are created by Camtasia Studio and Adobe Captivate

18. Suggestions  Modifying/Using third-party-created tutorials  Increasing active learning components through easy learning software tools:  Camtasia and Captivate  E-learning software tools  Adding other types as active learning components  Game (for example)

19. University of Louisville Libraries

20. Flash quiz and survey Camtasia Screenshot

21. Captivate Screenshot Quiz

22. Software Package Examples CamtasiaCaptivate

23. Software Package Examples CamtasiaCaptivate

24. Bibliography ▫ Jefferies, A, Quadri, N, & Kombrot, D. (2006). New generation learners – does the learning environment match student expectations? Annual Blended Learning Conference 2006 ▫ David, L (2008).3. What Works with the Google Generation? Teacher Librarian. 35(4) ▫ Holland, M. P. & Powell, C. K.. (1995). A longitudinal survey of the information seeking and use habits of some engineers. College & research libraries. 56: 7-15 ▫ Galagan, P. (1987). Computers and training: allies or enemies? Training & Development Journal 41(4): 73 ▫ Dewald, N. H. (1999). Transporting good library instruction practices into the web environment: an analysis of online tutorials. The Journal of Academic Librarianship 25(1): 26-31 ▫ Silver, S.L. & Nickel, L.T. (2003). Taking library instruction online: using the campus portal to deliver a web-based tutorial for psychology. Internet Reference Services Quarterly.8(4):1-9 ▫ Cook, D.L.(2002). Ship to Shore: An online information literacy tutorial using blackboard distance education software. Journal of Library Administration.37(1/2): 177-87 ▫ Hrycaj, P. L. (2005). Elements of active learning in the online tutorials of ARL members. Reference Service Review 33 (2): 210-18 ▫ Tempelman-Kluit, N. (2006). Multimedia learning theories and online instruction. College & Research Libraries 67(4): 364-9

25. Questions ?