Web-Based Instruction: A Guide for Libraries / Edition 1

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Overview

Expanding her popular and practical how-to Web guide for public, academic, school, and special libraries, technology maven Smith has thoroughly updated the discussion to cover new tools and trends, including the latest browsers, access methods, hardware, and software. She also supplies tips to secure project funding and provides strategic information for different library types, including K-12, public, academic, and corporate libraries.
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Editorial Reviews

VOYA
Traditionally library instruction or information literacy has been taught in lecture style; Smith maintains that with the advent of electronic resources, distance learning, and limited resources, academic and public libraries are investigating and using Web-based instruction. Her book is written for "the library instruction practitioner who has some basic knowledge and experience with Web-authoring procedures but who has no previous experience in creating interactive educational Web sites." This caveat is important, as this book definitely is not for computer novices. Smith takes a detailed, step-by-step approach to her directions for establishing a library tutorial page. From preproduction planning through visual design considerations and evaluation methods, this book is an ideal guide for those familiar with the basic process of authoring, designing, and maintaining a Web page. Active learning through interactive technologies is emphasized. Excellent information, in-depth explanations, very clear—if sometimes technical—language, and clear images of Web page examples make Smith's book a notable choice for those considering Web-based instruction. The acronym and resource lists are added pluses. 2001, ALA Editions, 194p,
— Rachelle Bilz
Library Journal
While many libraries are already using the web effectively as a tool for library instruction and training, this practical guide by an academic librarian and technology team leader at Wake Forest University, Winston-Salem, NC, is ideal for those libraries that would like to but don't know where to begin. Smith clearly states the goals of each chapter. Starting with an introduction to the concept of web-based instruction, she then discusses the types of web-based library instruction and the designing and development cycle; selecting project development tools, including software and hardware; designing the user interface; using multimedia; introducing interactivity; and evaluation and testing. Smith's book focuses on preproduction, the most important stage of any web project, but it also provides a good overview of web technology in general (even though it's not intended as an HTML guide) and contains useful tips obviously garnered from years of experience. Good "face to face" library instruction will never be replaced, and, as the author states, web-based instruction is not for everyone. However, this method can be used to either enhance traditional library instruction or reach nontraditional audiences, such as those with limited language skills and distance education constituencies. Recommended primarily for academic librarians responsible for bibliographic instruction. Public librarians may also find it useful, and it can serve as supplemental reading in appropriate library science courses. Robert L. Battenfeld, Long Island Univ.-Southampton Coll. Lib., NY Copyright 2001 Cahners Business Information.
School Library Journal
Gordon's splendid book will help lay the groundwork for establishing Internet training in both school and public libraries. It provides justification for additional computers and information on grant writing, trainer qualifications, and designing classes; and shows sample handouts, including a brochure in Spanish. Smith's title is written for those with technical expertise. It begins with a list of acronyms, but gives no explanation of their meanings. Reasons to use Web-based instruction, when it is inappropriate, and the effectiveness of this type of instruction are justified and expanded through the list of resources at the end of the book. Program examples range from general orientation sessions to information literacy courses. Design development phases are presented in flowchart format. Project development tools, software, hardware, and authoring software programs are covered. Designing the user interface, navigation, screen layout, visual design, user accessibility, and page optimization are addressed. Of these three books, Stephens's title will be of most value to librarians. It presents 12 modules or sets of instruction programs to be used in conjunction with a CD-ROM that offers more than 400 slides, directions, handouts, and fliers. Each module begins with a brief introduction, anticipated outcomes for attendees, and tips for presentation. They cover navigating the Internet and the Web, using e-mail and WWW e-mail services, and security issues and safety tips. Module 12 discusses the consumption of memory by digital images and provides excellent ideas for selection and use of digital images and cameras. Alterations to the modules to suit individual library needs can be completed quickly. The CD-ROM also provides the scripts for each instructional program in Microsoft Word format. The slides are uncluttered with clear font size and pleasing colors. All three books clearly indicate the need for training staff and patrons in effective use of the Internet. Merely providing access to it and to other computer applications is no longer sufficient to utilize fully a library's PAC as well as the wealth of information available on the Web. Copyright 2001 Cahners Business Information.
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Product Details

  • ISBN-13: 9780838908051
  • Publisher: American Library Association
  • Publication date: 1/28/2001
  • Edition description: Older Edition
  • Edition number: 1
  • Pages: 168
  • Product dimensions: 6.82 (w) x 10.20 (h) x 0.43 (d)

Table of Contents

1 Setting the stage 6
2 Library instruction on the Web 16
3 Design and development cycle 39
4 Selecting project development tools 54
5 Designing the user interface 86
6 Multimedia : using graphics, ground, animation, and video 134
7 Interactivity 174
8 Evaluation, testing, and assessment 204
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