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Impact of Library Instruction Tutorial Format on Student Preference and Performance in First-Year Chemistry

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Title: Impact of Library Instruction Tutorial Format on Student Preference and Performance in First-Year Chemistry
Language: English
Authors: Tara Stieglitz, Lindsey Whitson
Source: Communications in Information Literacy. 2023 17(2):466-486.
Availability: Communications in Information Literacy. e-mail: editors@comminfolit.org; Web site: https://pdxscholar.library.pdx.edu/comminfolit/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Academic Libraries, Librarians, Library Instruction, Academic Achievement, Chemistry, Undergraduate Students, Teaching Methods, Student Attitudes, Blended Learning, Foreign Countries, Intermode Differences
Geographic Terms: Canada
ISSN: 1933-5954
Abstract: This research study investigates the effects of library instruction tutorial format (written versus video) on student preference and performance in chemistry education. The authors assessed the format of tutorials used to provide library instruction in an introductory chemistry course by observing 27 student participants as they took in instructions in either a video or a written format and then completed two chemistry information tasks. While participants expressed strong preferences for particular formats, neither the video tutorials nor the written instructions significantly improved task completion speed or performance. Rather, the authors determined that student preference alone is enough to justify the continued production of multiple versions of instructions for the same assignment.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1413002
Database: ERIC
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  Data: Impact of Library Instruction Tutorial Format on Student Preference and Performance in First-Year Chemistry
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  Data: <searchLink fieldCode="AR" term="%22Tara+Stieglitz%22">Tara Stieglitz</searchLink><br /><searchLink fieldCode="AR" term="%22Lindsey+Whitson%22">Lindsey Whitson</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Communications+in+Information+Literacy%22"><i>Communications in Information Literacy</i></searchLink>. 2023 17(2):466-486.
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  Data: <searchLink fieldCode="DE" term="%22Academic+Libraries%22">Academic Libraries</searchLink><br /><searchLink fieldCode="DE" term="%22Librarians%22">Librarians</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Instruction%22">Library Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Intermode+Differences%22">Intermode Differences</searchLink>
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  Data: This research study investigates the effects of library instruction tutorial format (written versus video) on student preference and performance in chemistry education. The authors assessed the format of tutorials used to provide library instruction in an introductory chemistry course by observing 27 student participants as they took in instructions in either a video or a written format and then completed two chemistry information tasks. While participants expressed strong preferences for particular formats, neither the video tutorials nor the written instructions significantly improved task completion speed or performance. Rather, the authors determined that student preference alone is enough to justify the continued production of multiple versions of instructions for the same assignment.
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      – Text: English
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        StartPage: 466
    Subjects:
      – SubjectFull: Academic Libraries
        Type: general
      – SubjectFull: Librarians
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      – SubjectFull: Library Instruction
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Chemistry
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Blended Learning
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Intermode Differences
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      – SubjectFull: Canada
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      – TitleFull: Impact of Library Instruction Tutorial Format on Student Preference and Performance in First-Year Chemistry
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