Science Information Literacy Tutorials and Pedagogy


  • Ping Li Queens College, City University of New York



science information literacy tutorials, Information Literacy Standards for Science and Engineering/Technology, pedagogy, active learning


Objective – This study examined information literacy tutorials in science. The goals of the research were to identify which of the information literacy standards for science, engineering and technology were addressed in the tutorials, and the extent that the tutorials incorporated good pedagogical elements.

Methods – The researcher chose for review 31 of the tutorials selected by members of the ACRL Science & Technology Section (STS) Information Literacy Committee. She carefully analyzed the tutorials and developed a database with codes for the topic of each tutorial, the STS information literacy standard(s) addressed by the tutorial, and whether good pedagogical elements were incorporated. The entire analysis and coding procedure was repeated three times to ensure consistency.

Results – The tutorials analyzed in this study covered various subjects and addressed all the (STS) information literacy standards. The tutorials presented information clearly and allowed users to select their own learning paths. The incorporation of good pedagogical elements was limited, especially in relation to active learning elements.

Conclusions – Web tutorials have been accepted as effective information literacy instruction tools and have been used to teach all elements of the STS information literacy standards. Yet, ensuring they provide a real learning experience for students remains a challenge. More serious thought needs to be given to integrating good pedagogy into these instructional tools in order to attain deep learning.


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Author Biography

Ping Li, Queens College, City University of New York

Assistant Professor Graduate School of Library and Information Studies




How to Cite

Li, P. (2011). Science Information Literacy Tutorials and Pedagogy. Evidence Based Library and Information Practice, 6(2), 5–18.



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