The study looks closely at how academic libraries are developing and deploying online information literacy tutorials exploring issues such as spending, budgets, staffing, range and qualifications of staff used for tutorial development, software use, time frame for tutorial development, conceptions of what constitutes a quality tutorial, assessment of library efforts, marketing to students and faculty, cooperation with other institutions, frequency of tutorial revision, measurement of student outcomes and other issues in the development and use of online information literacy tutorials.
study was devised with the assistance of Jennifer Holland and Yvonne
Mery of the University of Arizona Libraries, and Erica DeFrain of the
University of Vermont Library, and the summary of main findings was
written by Holland and DeFrain.
Just a few of the main findings from this exhaustive 285 page study are that:
• The mean number of information literacy tutorials per library in the sample was 27.92, and the median was 10.50.
The library homepage was listed as the most popular access point
for online information literacy tutorials, followed by subject guides,
course guides, and YouTube.
• Nearly 69% of tutorials used by the libraries in the sample were created in-house.
• A third of the libraries sampled reported using the tutorials of other libraries.
The following institutions were cited by survey participants for
excellence in tutorial development and a source of imitation or
inspiration: Cardiff University, Clark College, Coastal Carolina
University, Cooperative Library Instruction Project, Glasgow Caledonian
(UK), Kent State, Manor College, Michigan State University, North
Carolina State University, Open University (UK), Penn State, Rutgers,
South African Universities, TILT, University of Arizona, University of
California-Irvine, University of Illinois-Chicago, University of
Pittsburgh, University of Sydney, University of Texas-Austin, University
of Texas-Houston, Vanderbilt, Wayne State University, West Chester
University, and Western Oregon University.
About a quarter of the libraries sampled assigned only one person
to the task of developing information literacy tutorials for the
• Only a third of librarians sampled felt that their institutions provided adequate support for tutorial development.
43.75% of respondents from community colleges indicating that it
took less than 10 hours to develop an information literacy tutorial.
• 2.56% of the libraries sampled used their own in-house developed software to create tutorials.
is broken out by size and type of library, for US and foreign
libraries, and for public and private colleges. For further information
view our website at www.PrimaryResearch.com.