Journal article
Redesigning Comprehensive Library Tutorials: Theoretical Considerations, Multimedia Enhancements and Assessment Activities Incorporated
Reference and User Services Quarterly, Vol.53(3), pp.242-252
2014
Handle:
https://hdl.handle.net/2376/5607
Abstract
When the Washington State University Library Instruction Team undertook a complete redesign of its two most central online tutorials, the task to incorporate multimedia challenged us to adopt newer pedagogical models into our information literacy curriculum. Drawing from several recent designs and learning theories, including cognitive load, Mayer’s theory of multimedia learning, Anderson’s theory of ACT-R cognitive architecture, and others, we successfully updated and implemented the new tutorials and conducted a user experience assessment project. This article explores learning theories, reflects on their actualization within the video learning objects of the new tutorial, and examines students’ responses to the redesigned tutorial.
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Details
- Title
- Redesigning Comprehensive Library Tutorials: Theoretical Considerations, Multimedia Enhancements and Assessment Activities Incorporated
- Creators
- B. Jane Scales (Author)Corey M. Johnson (Author)Erica A. Nicol (Author)
- Publication Details
- Reference and User Services Quarterly, Vol.53(3), pp.242-252
- Academic Unit
- Libraries
- Identifiers
- 99900502950601842
- Copyright
- openAccess ; http://purl.org/eprint/accessRights/OpenAccess
- Language
- English
- Resource Type
- Journal article