Empowered library eLearning: Capturing assessment and reporting with ease, efficiency, and effectiveness

Abstract

Purpose

The purpose of this paper is to provide librarians with an alternative method to capture assessment from information literacy tutorials and produce reporting without the need of conventional learning management systems (LMS).

Design/methodology/approach

This study captures the procedure by which Monmouth University Library used its Association of College and Research Libraries Peer‐reviewed Instructional Materials Online (ACRL PRIMO)‐awarded plagiarism prevention tutorial to assess Adobe Connect's ability to function as a library‐based, librarian friendly LMS.

Findings

Both Adobe Captivate and Connect are effective tools that produce and report high quality data which can be shared with academic departments to build strong relationships and further information literacy initiatives. Adobe Captivate tutorials are easily developed and highly customizable; librarians can modify their work and publish updated learning tutorials instantaneously without LMS administrator involvement due to Adobe Connect's ability to function as an LMS.

Research limitations/implications

Although this study is limited to data captured from 1,600 users of the library's plagiarism prevention tutorial, it suggests that success may be reproduced with any online information literacy effort where assessment is required.

Practical implications

Practical implications consider how small college libraries can capture assessment without assistance from information technology departments.

Social implications

This work helps students avoid plagiarism, a serious epidemic in college libraries.

Originality/value

This review introduces alternative ways in which assessment and reporting may be achieved without conventional LMS.

Citation

Germek, G. (2012), "Empowered library eLearning: Capturing assessment and reporting with ease, efficiency, and effectiveness", Reference Services Review, Vol. 40 No. 1, pp. 90-102. https://doi.org/10.1108/00907321211203658