LEADER 05639nam 2200709 450 001 9910820596903321 005 20200520144314.0 010 $a1-78063-325-4 035 $a(CKB)2670000000273041 035 $a(EBL)1575078 035 $a(OCoLC)865332921 035 $a(SSID)ssj0000800238 035 $a(PQKBManifestationID)11451834 035 $a(PQKBTitleCode)TC0000800238 035 $a(PQKBWorkID)10766061 035 $a(PQKB)11625901 035 $a(MiAaPQ)EBC1575078 035 $a(CaSebORM)9781843346883 035 $a(Au-PeEL)EBL1575078 035 $a(CaPaEBR)ebr10815671 035 $a(CaONFJC)MIL549044 035 $a(PPN)198682034 035 $a(EXLCZ)992670000000273041 100 $a20131220d2012 uy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDesigning effective library tutorials $ea guide for accommodating multiple learning styles /$fLori S. Mestre 205 $a1st edition 210 1$aOxford :$cChandos Publishing,$d2012. 215 $a1 online resource (361 p.) 225 0$aChandos information professional series 300 $aDescription based upon print version of record. 311 $a1-84334-688-5 320 $aIncludes bibliographical references and index. 327 $aCover; Designing Effective Library Tutorials: A guide for accommodatingmultiple learning styles; Copyright; Contents; List of figures, tables and charts; Acknowledgements; About the author; Introduction: matching online learning and tutorial design with learning styles - the student perspective; Summary of chapters; References; 1 The learning styles debate: do we need to match up learning styles with presentation styles?; Introduction; Learning gains?; Are learning styles measurable?; Criticisms of tailoring instruction based on learning styles 327 $aDoes knowing a student's learning style make teachers more effective?Should we match teaching style to the content being taught?; Solutions and compromises regardless of the controversy; Conclusion; References; 2 Overview of learning style theories and learning style results from the Mestre study; Introduction; Learning style models and inventories; Discussion; Conclusion; References; 3 The intersection of culture and learning styles; Introduction; Some examples of the relevance of culture and learning styles; Global and analytical learners; Culturally responsive instruction 327 $aSuggestions for accommodating various cultural and learning stylesConclusion; References; 4 The need for learning object development; Introduction; Learning objects, web-based instruction, and tutorials; Benefits of learning objects; Tutorials for teaching faculty; Challenges of creating learning objects; Overview of the faculty's or librarian's role in creating tutorials; Access to existing tutorials; Students' perceptions of learning objects; Personalization; Conclusion; References; 5 Current practice: categories and features of library tutorials; Introduction 327 $aWeb-based tutorials with screenshotsNarrated PowerPoints; Tutorials created with screencasting software; Podcasting/vodcasting; Mobile applications; Videos; Montages; Conclusion; References; 6 Effective design of learning objects; Introduction; Involving the stakeholders; Designing for quality instruction; Developing goals and the design plan; The script; Navigation and consistency across tutorials; Designing for different ability levels; Other technical considerations; Accessibility; Assessment of the learning object; Conclusion; References; 7 Pedagogical considerations for tutorials 327 $aIntroductionMeaningful content; Modular design; Cognitive science applied to instruction design; Models for integrating good pedagogy into tutorials; Getting help with integrating effective pedagogy in multimedia; Conclusion; References; 8 Interactivity options for tutorials; Introduction; What qualifies as being interactive?; Interactivity and active learning; Planning for interactivity; Interactive activities; Developing effective questions; Seeking help; Multimedia suggestions; Concerns about adding multimedia; Learning style considerations 327 $aA checklist for considering multimedia interaction 330 $aLearning styles are highly relevant for students in the online environment. Designing Effective Library Tutorials provides examples of, and steps for, how to create tutorials that match learning styles, based on usability studies of students from various cultural groups and styles of learning. The book presents studies, practical suggestions, and examples to assist librarians and faculty as they develop online programs for students from diverse learning styles. Research on learning style preferences in the online environment emphasizes the need to provide a variety of methods that include text 410 0$aChandos Learning and Teaching Series 606 $aInformation retrieval 606 $aInformation literacy$xStudy and teaching (Higher) 606 $aCognitive learning 606 $aLibrary users$xEffect of technological innovations on 615 0$aInformation retrieval. 615 0$aInformation literacy$xStudy and teaching (Higher) 615 0$aCognitive learning. 615 0$aLibrary users$xEffect of technological innovations on. 676 $a028.7 700 $aMestre$b Lori S$01705731 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910820596903321 996 $aDesigning effective library tutorials$94092682 997 $aUNINA