Linda Creanor and Helen Durndell
This paper describes the development and content of four Computer Assisted Learning packages designed to teach information skills to higher education students. The areas covered…
Abstract
This paper describes the development and content of four Computer Assisted Learning packages designed to teach information skills to higher education students. The areas covered include database searching and library search skills. Educational aspects of using hypertext and hypermedia for learning are discussed along with development issues and a description is given of the staff costs involved. The main source of external funding was the Higher Education Funding Councils' Teaching and Learning Technology Programme (TLTP).
Helen Rhodes and Jacqueline Chelin
A survey carried out during 1998 investigated the use of the World Wide Web for user education in 68 UK university libraries. Almost three‐quarters of the libraries surveyed make…
Abstract
A survey carried out during 1998 investigated the use of the World Wide Web for user education in 68 UK university libraries. Almost three‐quarters of the libraries surveyed make use of the Web for this purpose. The Web is used as a supplement to existing user education, in order to support independent, student centred learning and to reach parttime and distance learners. Just ten percent of user education is delivered solely via the Web, but libraries indicated that use will grow in the future. It was found that greater use is made of the Web for information skills training than for library induction. The authors suggest a number of reasons why more use is not being made of the Web for user education and propose future developments in this area. Web‐based instruction is unlikely to completely replace traditional methods, but it can be used to supplement and extend existing provision.
Details
Keywords
A new vehicle for user instruction in academic libraries could be a hypertext library guide distributed on the World Wide Web. This article considers the advantages of an…
Abstract
A new vehicle for user instruction in academic libraries could be a hypertext library guide distributed on the World Wide Web. This article considers the advantages of an electronic library guide, and the particular advantages and problems of producing one using HTML (hypertext markup language) on the World Wide Web. Existing library guides on the Web are reviewed, and found to be impressive if capable of improvement. Some of the broad design issues are also reviewed, and the possible content of a guide discussed. Likely future developments are then considered.
The purpose of this paper is to examine faculty and student responses to questions regarding their use of social media and to determine possible demographic differences.
Abstract
Purpose
The purpose of this paper is to examine faculty and student responses to questions regarding their use of social media and to determine possible demographic differences.
Design/methodology/approach
A web‐based quantitative survey format utilizing multiple choice and matrix type questions was selected for this research.
Findings
Both faculty and students are active users of social media. Some distinct demographic differences were found but they did not always match expected results.
Research limitations/implications
The nature of a multiple‐choice survey creates some limitations although it also makes it easier to obtain responses from a broad range of individuals. The responses to this survey indicate some interesting demographic results particularly related to gender differences (or lack of) with the students and faculty, as well as the differences between the two groups even when comparing the same ages. Additional research could help to explain these differences.
Practical implications
This environmental scan can aid the library in determining potential social media to use to provide service to the campus.
Originality/value
The paper confirms that students and faculty are avid users of some, but not all, social media and the study raises some interesting questions regarding the differences between faculty and students.