1、附件（英文翻译） EVALUATION OF WEB-BASED LIBRARY INSTRUCTION PROGRAMS By Tess Tobin & Martin Kesselman Purpose The World Wide Web (WWW) is changing the way academic libraries teach and learn. Academic libraries have embraced the potential of the WWW developing innovative ways to meet the needs of users. One
2、 of these ways is to deliver automated bibliographic instruction in the form of web-based tutorials. This paper will review recommended guidelines for web-based instruction and will provide a framework for libraries worldwide in designing web-based instructional programs. The stated purpose is to id
3、entify important design and evaluation criteria for webbased literacy/information instruction. Building on an initial investigation, the author examined library instruction literature to see what criteria was available for those wanting to create effective web-based training modules. The author also
4、 looked at non-library literature to find web-based training criteria, which was then compared to the criteria developed by library professionals. Over a two-year period, the author was able to note a progression and shift in the guidelines developed by library professionals, which reflects, not onl
5、y, improvements in the technology itself, but a better understanding by librarians as to what elements are needed to structure an effective online bibliographic instruction program. The library guidelines were examined within the context of current research on bibliographic instruction to determine
6、the usability or deficiency of the established criteria. To date there are very few end-user studies in the library instruction literature regarding online tutorials. The last section of this paper will report on assessment and usability studies of web learning modules. Introduction Computer scienti
7、sts have been researching the principals behind effective interface design of computer applications since the 1940s. Stover and Zink report that with the emergence of the World Wide Web in the early 1990s, organizations of all types are recognizing the importance of the World Wide Web as a tool, not
8、 only for gaining access to information, but also as a means of disseminating information about their activities, products, and services. Academic librarians have endorsed the possibilities of the WWW and first began to use web technology to create home pages, as starting points, or gateways for sea
9、rching for information about the library. A home page reflects the institutional character of the university or college and is unique in that it gives the library the opportunity to express its own mission and philosophy. With the growth of distance learning and the need to offer services to patrons
10、 off campus as well as in the library, the libraries needed to explore other ways to deliver library information skills. The WWW provides a dynamic environment for distributing information over a large network and web-based instruction is becoming the desired tool for these new users. In the web env
11、ironment it doesnt matter if the user is connecting to library resources on the computer in the library, elsewhere on campus or from his/her home. Developing an online module can be a challenge for many libraries. As librarians approach this task they should not overlook the groundwork laid by compu
12、ter scientists in the field of computer interface design and computer/human interaction. The knowledge the instruction librarian brings to the task gathered from their classroom experiences and the findings from computer-assisted learning studies need to be considered when planning the design, conte
13、nt and evaluation of a web-based tutorial. What is web-based instruction? Web-based training (WBT) is an innovative approach to distance learning in which computer-based training is transformed by the technologies and methodologies of the World Wide Web (WWW), the Internet, and Intranets.2 It allows
14、 self-directed, self-paced instruction in any topic. WBT is media-rich training fully capable of evaluation, adaptation, and remediation that can provide the available tools to organize and deliver content into well-crafted teaching systems. WBT has certain distinguishing characteristics, which make
15、s it an ideal tool for bibliographic instruction. WBT is an interactive tool. It expands upon computer-based training with activities like discussion forums, mail lists and chat sessions. The user sets his/her pace and direction. The library instruction literature points to active learning as the be
16、st means to deliver bibliographic instruction.3 The interactivity component of WBT is a twoway interaction. The user inputs to the system and the system provides feedback that either reinforces the user or provides guidance for learning. This can be measured by having the user select the correct res
17、ponse and guide the user to continue if an incorrect response is made. WBT can also meet the needs of diverse populations and learning styles. The multi-media used with online training modules can help all types of learning styles - visual, verbal and aural. Web-based training is not a collection of
18、 information pages. Presently, an examination of many library instruction pages shows that libraries have rushed to embrace this new technology and they are using it effectively. Some librarians have created multiple pages full of text with complete verbal explanations of the objectives of the desir
19、ed library skills. These sites are uninteresting and do not involve the user. Creating a table of contents with links to full page documents is a misuse of the technology and not an interactive learning tool. An interactive component such as a quiz or feedback form tests the users knowledge and allo
20、ws the librarian to determine the effectiveness of the learning. Without this component, the librarian cannot monitor the learning, and thus cannot adapt the module to best suit the learner. Assessing the modules and reviewing them to alleviate confusion and frustration will go a long way to help ke
21、ep the learner motivated and more willing to work through the objectives and attain information literacy. The content and objectives of the web-based tutorials examined for this study varies greatly. Some tutorials take the user through the physical layout of the library with maps and pictures. The
22、next type of tutorial explains basic library skills and can offer a glossary of library terms. Another type of tutorial offers instruction on using the librarys OPAC, and leads the user through the steps of locating books, magazines and other library materials. To be effective these tutorials should
23、 be learning modules that promote the institutional needs of the library and relate the information library skills the library wises its users to achieve. The next level of tutorial presents the more conceptual aspects of information literacy. These are tutorials on the research process and evaluati
24、on of sources. Some of these tutorials review various library networked databases while explaining Boolean and keyword and subject searching techniques. Searching the Internet is a focus of many tutorials, along with interactive modules that offer guidelines on how to evaluate Internet sources. Each
25、 tutorial is different in design, content and instruction level, reflecting the personality and nature of each library. Web Design and Evaluation Criteria by Library Professionals For librarians developing online instructional tutorials to supplement their bibliographic instruction programs, the web
26、 guidelines developed by the Library Instruction Round Table (LIRT)4, of the American Library Association should be considered. LIRT advocates library instruction as a means for developing competent library and information use as a part of lifelong learning. The LIRT homepage has links to the Top Te
27、n Instruction Articles for the past three years, and links to Library Instruction Tutorials. In July, 1997 the LIRT Research Committee posted a page on Website Evaluation Criteria. At that time the three basic elements recommended by LIRT to include in a web page were access, design and content. Thi
28、s page has evolved and now is called Web Standards and Guidelines. The section on access is no longer an element since web browsers and servers have become quicker and more stable. The content and design elements are more brief and list technical points. The importance is on elements to avoid rather
29、 than offering standards on what makes up a good web page. The new addition to the page is Procedural/Technical. This new element refers to HTML coding and resolution requirements and settings. The Web Standards and Guides are useful from a technical standpoint and instruction librarians should revi
30、ew them. The Instruction Section Teachings Methods Committee,5 a committee of the American Association of College and Research Libraries (ACRL) has also prepared web criteria for instruction. This committee is charged with providing a forum for librarians interested in both the theoretical and practical aspects of teaching methods. These guidelines are intended to help libraries efforts in webbased instruction and are more pedagogical in nature and reflective of the committees mission to have librarians be successful in their instructional endeavors. Since online instruction is a
