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The Distance Learning Department of the Regis University Library is charged with providing library instruction for undergraduate and graduate students enrolled in accelerated courses offered at six distance campus locations and online. The department has created a series of animated online tutorials (i.e., screencasts) accessible via the library Web site. These interactive tutorials cover basic library services and resources and represent an effort to provide asynchronous bibliographic instruction to remote library users. This paper describes the use of screencasting software to create library tutorials and related issues including software options, production tips and techniques, and project management. In addition, the author describes the use of Google Analytics to record usage statistics and perform assessments. KEYWORDS. Distance learning, library instruction, online tutorials, screencasts, asynchronous instruction

This study investigates the impact that pre-tests have on the effectiveness of library instruction when students are given feedback on their pre-test performance. Librarians and academic faculty partnered to measure library instruction outcomes in two Master's degree classes. The Research Readiness Self-Assessment (RRSA) was used as a pre-test (before instruction) and a post-test (after instruction) in Class 1 and as a post-test only in Class 2. Students who completed both tests performed significantly better on a post-test, earning higher scores on obtaining information and overall information literacy. They reported greater library/research experience and less reliance on browsing. Compared to students who did not take a pre-test, students who received pre-test-based feedback had higher scores on library/research experience and lower scores on reliance on browsing. To enhance the effectiveness of library instruction, students can be given pre-test-based feedback that compares their actual and perceived literacy and encourages the use of library databases. KEYWORDS. Research Readiness Self-Assessment, RRSA, information literacy measurement, library instruction effectiveness

Subject guides are often used as an alternative to in-person library instruction for distance education students. However, when students are not on-campus, it can be difficult to assess if they are getting all of the relevant information they need. In an organization that serves students located across the United States and even outside of the country, a method was needed to assess the effectiveness of library information provided to distance learners on specific topics. The William F. Harrah College of Hotel Administration (Hotel College) at the University of Nevada, Las Vegas (UNLV), offers a number of on-campus and distance education courses, including classes taught at a satellite campus in Singapore. With diverse course offerings via distance education, the conventions and exhibitions subject area was chosen as a case study. Often referred to as M.I.C.E., the study of meetings, incentives, conventions, and exhibitions in a hospitality context is a major subdiscipline within the Hotel College. After researching different approaches to studying the effectiveness of subject guides, a virtual focus group was chosen to gather feedback from students. This paper will demonstrate how focus groups can be created and how the information gathered can be used to increase effectiveness of subject guides. Readers will discover effective techniques and pitfalls for using virtual focus groups in conjunction with subject guides assessment. KEYWORDS. Library subject guides, effectiveness, virtual focus groups

Introduction Information is the fuel of the academy. It is what is created and used, what drives it forward in its teaching and research mission. In the 21st century, information [...]

This study compares computer-assisted instruction in the form of an online library tutorial to the more traditional classroom approach to bibliographic instruction. First-year students enrolled in English composition classes who [...]

The development of a graphical interface web-based system using a Multi-User Dungeon, Object-Oriented approach to communicate with distant students is discussed. Its use as a method of library instruction and a forum for online meeting is evaluated.

Two case studies on teaching distant students using asynchronous means are presented. The key features of the library support and reference materials for students and librarians are identified.

The development of a distance education program at DePaul University, Chicago, is discussed. The partnership between teachers and librarians and the process of designing and teaching courses of bibliographic instruction are described.

The development of an online course on information literacy by library staff at University of Maryland University College is discussed. The paper charts the process of designing, testing, implementing and evaluating the courses.

A New Model for Library Instruction In this article, we describe a model of library instruction that draws on the collaborative efforts of teams consisting of content faculty, reference librarians [...]