Tutorials That Matter

Over the past decade, a large number of academic libraries have created online learning objects for their patrons. Whether it was a basic guide on doing research or a suite of tutorials for every database and topic, there has been growing recognition that learning objects are an important way to instruct patrons at their point of need. Tutorials range from PDF versions of paper handouts, to static HTML tutorials, to video screencasts that visually demonstrate searches, to fully interactive tutorials that allow patrons to practice what they’ve learned.

At many libraries, online instruction sits outside of any integrated instruction program—more as an add-on than an integral part of the instructional mission. Academic librarians work to ensure that face-to-face instruction is tied to specific class work so that students can immediately practice their new skills, making the learning more sticky. Many learning objects are not designed for specific classes nor are they designed in collaboration with faculty members teaching in relevant areas. Many also sit on the library website, not in online classrooms, and, as a result, many who would benefit never find them.

Less and more

Perhaps this is because many do not see online instruction as something that can be as powerful and effective as face-to-face instruction. Online instruction should not be seen as less-than, but as another excellent way to impact student learning that has its own pros and cons. With online instruction, instead of trying to cram as much information as possible into a single one-shot, librarians can design instructional modules that can be assigned to students at logical points in their learning. Online instruction doesn’t need to take up valuable class time, perhaps making it a more attractive option to faculty whose syllabi are already packed with content. Instead of designing a one-size-fits-all instruction session, librarians can create multiple experiences that appeal to different learning styles. Students can also customize their learning experience, focusing more on topics they don’t understand and skimming areas in which they are already proficient.

In the short term, creating learning objects requires a great deal of time and effort. It takes longer to create a polished tutorial—especially ones incorporating video and/or audio—than it does to prep for and teach a face-to-face class. Librarians must ensure that tutorials are ADA-compliant and students find them usable and useful. On the other hand, once an online learning object is designed for a class, it may only require minimal editing in the future. At libraries where demand for instruction is outpacing growth in instructional staff, it makes sense for librarians to consider alternatives to the face-to-face instruction model.

Integration inspiration

Some libraries are already integrating online instruction into disciplinary curricula. For example, librarians at North Carolina State University developed a Library Online Basic Orientation, or LOBO [3], which contains a suite of learning objects designed to teach English 101 students about the research process. Not only is it modular, but each tutorial comes with lesson plans and suggestions for how faculty can integrate it into their classes. This way, faculty can assign specific pieces of LOBO to students at logical times in their research process and can assess their understanding of the concepts through discussion or an assignment. While it’s nice for students to meet and talk to a librarian, it’s not always feasible, nor is the one-shot always the best model for promoting lasting learning.

Librarians today have an unprecedented number of options for providing online instruction to students. However, to ensure that the learning objects we create have the desired impact, we need to work to integrate them into disciplinary curricula, making them an integral part of our instruction program.

MEREDITH FARKAS is head of instructional services at Portland (Oreg.) State University. She is also part-time faculty at San José State University School of Library and Information Science. She blogs at Information Wants to Be Free [4] and created Library Success: A Best Practices Wiki [5]. Contact her at librarysuccess[at]gmail.com.