Innovation – an LO library: reuse of learning objects

Abstract

Purpose

The purpose of the paper is to share the types, uses, and students' recommendations about reusable digital learning objects at Northwest Missouri State University, which can be used or adapted by other libraries in both online and on‐ground information literacy instruction environments.

Design/methodology/approach

The rationale for incorporation of learning objects, their application, and uses is discussed. Examples of successful applications of learning objects in online and on‐ground instructional classes are provided. Models for developing one's own learning objects are included. A survey and analysis for soliciting students' opinions about the reuse of learning objects is included.

Findings

The paper provides suggestions for developing and evaluating learning objects. This includes successful applications of digital learning objects in traditional and online information literacy classes. It shares easy to incorporate learning objects that can be used in tutorials or on‐ground bibliographic sessions and includes a student survey about reuse of learning objects, analysis of survey results, and suggestions for survey improvement.

Research limitations/implications

The survey population was small. The librarians plan to replicate the survey with a larger audience. The survey may be adapted for use by other academic libraries.

Practical implications

The paper provides links to libraries of digital learning objects that instruction librarians can immediately begin linking to and using in tutorials or information literacy sessions.

Originality/value

The paper illustrates that access to a library of learning objects enables use of learning objects and enhances ideas for locally created prototypes. The survey can be easily adapted to other library environments to gather suggestions for reuse of local learning objects.

Citation

Mardis, L.A. and Jo Ury, C. (2008), "Innovation – an LO library: reuse of learning objects", Reference Services Review, Vol. 36 No. 4, pp. 389-413. https://doi.org/10.1108/00907320810920360