GRANT RECIPIENTS:

Deborah Keeler, Library, North Campus
dkeeler@mdc.edu

The project involves the development of a tutorial containing several modules written in HTML and using Flash animation software to serve as a learning tool on information literacy. The tutorial promises to materialize as an alternative strategy and to complement instructional sessions offered by librarians on the research process and on understanding the uses of information.
Description: The project is a web-based tutorial at http://www.mdc.edu/north/lit.html composed of three modules. The first module, “What is information literacy?” includes an introduction and description of the tutorial, followed by a discussion of the concept of information literacy. The second module, “State a Research Topic”, focuses on topic selection, comprehension, and narrowing. The third module is “Locate and retrieve relevant information.” This module is the longest of the three, and covers specific reference materials, key concepts, catalogs, indexes, databases, the Internet, evaluating internet sources, LC subject headings, Boolean operators, advanced search strategies, and natural language.
How the project was accomplished: Deborah Keeler met with Michael Hernandez and his supervisor, Herberth Aguilar, soon after the proposal was accepted. It was agreed that professor Keeler would write the text of the tutorial and instructions as to design in a Word document. Michael Hernandez would then prepare the tutorial using HTML and Flash software. Deborah Keeler conducted the research and wrote the text of the three modules during 2001-3/4 and the first few weeks of 2002-1. Mr. Hernandez then began work on the programming. In October, 2002, the first two modules were ready in rough form. Ms. Keeler and Mr. Hernandez communicated frequently throughout the remainder of the term on design and editing concerns. The tutorial is now complete with the exception of a few minor cosmetic changes, and updating will be needed over time.
Evaluating the project: The tutorial was evaluated by those for whom it is intended: the students. Two faculty, Professors Tiina Lombard and Sheryl Hartman, agreed to work with Ms. Keeler on the project. Ms. Keeler visited several of professor Lombard’s ENC 1102 classes, and Dr. Hartman’s SLS classes, to talk about the project and ask for student volunteer evaluators. Fourteen students came to see Ms. Keeler during the semester to read and evaluate the tutorial. Ms. Keeler had prepared a Human Subjects Informed Consent Form approved by Academic Dean Gina Cortes-Suarez to explain to the students that their participation was completely voluntary and that their identity would be anonymous, except to Ms. Keeler and their classroom instructor. When the students came to take the tutorial, they each read and signed the Informed Consent Form before Ms. Keeler showed them the Internet address for the tutorial. Each student read through the modules, then answered an eight-question survey. Ms. Keeler then interviewed each student for a few minutes to gain more insight into the students’ perceptions of the tutorial than a questionnaire could provide.

The website, http://mdc.edu/north/lit.html has been uploaded to the Internet. The Human Subjects Informed Consent Form, and the Tutorial Questionnaire responses are found at the end of this report.
Questionnaire analysis: Twelve of the fourteen student volunteer evaluators had computers at home, and eleven of those twelve had Internet access on their computers. The indication is that those who volunteered had prior computer exposure and familiarity, even though only four students had completed a computer course. Only three or 21% of the students had been to a library instructional session. Of those, two people disagreed re: preferring an online tutorial to an instructional session with a library, but one person strongly agreed. On the design and content of the tutorial the responses were quite favorable. All of the student participants agreed that the tutorial was visually appealing. 13 of 14 students or 93% agreed that the content engaged their interest. All of the students agreed, with 79% strongly agreeing, that the text was easy to understand and that the tutorial was easy to navigate. Notable are the responses to question 8, “I would prefer an online tutorial to an instructional session with a librarian.” The responses were mixed, with students agreeing and disagreeing evenly. One person circled “no opinion” and wrote in, “Both can be helpful. Some students may find that speaking to someone is more helpful.”
Interview analysis: The interviews indicated that those who disagreed on question 8 preferred the human element, the possibility of questions and answers and discussion with the librarian. Several who agreed, preferring the online tutorial, said that time was an important consideration in their answer—a tutorial takes less time than a classroom session. Another student said, “you can take breaks” with the tutorial. Ms. Keeler asked all the students whether they learned new information from the tutorial and all said yes. One said she would log on again to review the information when she needs to write a research paper, and that the information was “valuable”. Other comments included, “It’s not boring”, “I like the graphics”, “I haven’t had this material before”, and “the librarian can help me define my search”. Two students stated they were visual learners and liked this medium to learn about information. One student stated that the content was the biggest attraction to the tutorial. On the other hand, another student said the content was too repetitive. The same student said the scroll feature was not clear, so Ms. Keeler asked Mr. Hernandez to address this and he did by adding the word “Scroller”. Ms. Keeler asked each student if they minded the small area of white space with text and the requisite amount of clicking and scrolling to get through the modules. All but one student said they liked that feature. Several students said it “forced” them to focus on the text and not get distracted. Only one student stated there was “too much clicking” required. On the assessments: several students stated that the assessments should be longer, that there should be less of a pause after each answer before the next statement pops up. Ms. Keeler and Mr. Hernandez are working on implementing these suggestions.
Instruments: Informed Consent Form
Miami-Dade Community College
Human Subjects
Informed Consent Form
Deborah Keeler, Associate Professor, Library, North Campus, has developed an Online Information Literacy Tutorial for Students. The purpose of the tutorial is to provide the conceptual background on Information Literacy and offer specific search strategies to assist the student in the research process. The web tutorial is intended to be a distance learning alternative to the classroom instructional sessions offered by librarians at the College.
Students who agree to participate will be asked to complete one module of the tutorial, and then meet individually with Ms. Keeler for an interview, which may be recorded, to discuss the tutorial. The classroom instructor may share information pertaining to the student volunteers’ academic progress with Ms. Keeler.
Participation in the evaluation of the tutorial is entirely voluntary. Students may withdraw from the study at any time. The student volunteers’ anonymity will be protected: the students will not be identified in any way to anyone other than Ms. Keeler and the classroom instructor.

___________________________________________________
Student’s Signature Date

Your signature is an acknowledgment that you are willing to participate in this study and that you have been informed that you have the freedom to withdraw at any time from the study, without fear of any repercussions.
D. Keeler
10/02
Student Questionnaire Responses