Subjects
blended learning, information literacy tutorials, student engagement, science librarianship
Document Type
Research Article
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.
DOI
10.15760/comminfolit.2023.17.2.8
Persistent Identifier
https://archives.pdx.edu/ds/psu/41015
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Stieglitz, T., & Whitson, L. (2023). Impact of Library Instruction Tutorial Format on Student Preference and Performance in First-Year Chemistry. Communications in Information Literacy, 17 (2), 466–486. https://doi.org/10.15760/comminfolit.2023.17.2.8