| Summary: | 碩士 === 國立中興大學 === 圖書資訊學研究所 === 94 === The recent emergence of web-based learning techniques illustrates that learning is no longer limited by time or space. University librarian-designed web-based library instruction illustrates new ways in which instruction can be harnessed. The enhancement of learner access to information has become one of the librarians important missions and is also the main issue in the development of contemporary librarianship. The research focuses on web-based library instruction established by university libraries to investigate the content and style of their methodology.
This research examines Peer-Reviewed Instructional Materials Online (PRIMO) databases, conducted by the Instruction Section of the Emerging Technologies in Instruction committee of ACRL in the United States. It analyzes the Web-based Library Instruction Evaluation Tool’s from four aspects, including instruction conception, subject matter, design and media functions, and as well as seventeen other points.
The research results are as follows:
I. The instructional contents for web-based library instruction
1. A specific item analysis of instruction concept is required.
2. The main service of university library is to provide all kinds of information resources. Web-based Library instruction follows the same principle.
II. The instructional approach for web-based library instruction
1. It is essential to build courses by modules.
2. As for instructional media and technology, online quizzes and exercises are appropriate channels for learners to interact with the course through true/false, multiple-choice questions, games, blank filling or question/answer matches. Even though many libraries use pictures to make lessons more appealing, the application of appropriate co-presentation of pictures and contents in web-based courses was not fully explored in the teaching media.
According to the research results, this study offers the following suggestions for future improvements:
I. Library instruction should improve as new technologes develop.
II. Libraries should develop and share an instructional materials database for web-based library instruction.
III. Adopting a consistent approach to lesson planning.
IV. The description of teaching goals shall be clear and measurable especially with regard to online quizzes and grading policy.
V. Choosing appropriate instructional strategies according to teaching content.
VI. Teaching content shall foster information literacy. It should be customized according to the need of individual libraries and their students.
VII. Exercises and online quizzes should be more interactive and realistic.
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