This article reports on the findings of a study that evaluated the effectiveness of redesigning online information literacy tutorials in order to meet the learning needs and preferences of Millennial students. Using both quantitative and qualitative measures, this study compared two different online tutorials – a static, HTML-based tutorial and a dynamic, interactive, audio/video tutorial. This study found that, contrary to generalizations made in the library and education literature, Millennial students learned equally well from both tutorials. However, students expressed a much higher level of satisfaction from the tutorial designed to be “Millennial friendly.”
WMU ScholarWorks Citation
Sachs, Dianna E.; Langan, Kathleen; Leatherman, Carrie C.; and Walters, Jennifer L., "Assessing the Effectiveness of Online Information Literacy Tutorials for Millennial Undergraduates" (2013). University Libraries Faculty & Staff Publications. 29.
Langan, K., Sachs, D. E., Leatherman, C. & Walters, J. L. (2013) Assessing the effectiveness of online information literacy tutorials for today’s undergraduates. College and Undergraduate Libraries, 20(3-4), 327-351. DOI:10.1080/10691316.2013.829365