AbstractThis paper discusses a web based library instructional module that was specifically configured to be reused for multiple sections of the same course. The module was designed to be embedded seamlessly and explicitly into the course work of a lower level undergraduate communication studies course at a large public research university in the United States. Textual analyses of students’ responses to an online questionnaire that was embedded as part of the tutorial contain some surprising revelations regarding what students most value in information literacy instruction and what they consider to be least useful.
SubjectsOnline tutorial, Information literacy, Study and teaching, Web-based instruction
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