Using a WebCT to Develop a Research Skills Module

Theme: Information Literacy for Science & Technology

Authors

  • Kelli Bellew Martin
  • Jennifer Lee

DOI:

https://doi.org/10.29173/istl1929

Abstract

At the start of every academic year, the University of Calgary Library welcomes 1,000 first-year biology students to basic library research skills sessions. These sessions are traditionally taught in lecture format with a PowerPoint presentation and students following along on computers.

As part of a pilot project in the Fall of 2002, 200 first-year biology students received the session via WebCT. WebCT is the web-based course management system utilized by the University of Calgary1; it delivers course content in addition to assignment submission functions, self-tests and tracking of student activity.

This paper outlines the process and experience of creating and administering the sessions through WebCT and summarizes student feedback and lessons learned.

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References

Cox, C. 2002. Becoming part of the course: using Blackboard to extend one-shot library instruction. College & Research Libraries News 63(1):11-13, 39.

Getty, N. K., et al. 2000. Using courseware to deliver library instruction via the Web: four examples. Reference Services Review 28(4): 349-360.

Kesselman, M., et al. 2000. Web authorware and course-integrated library instruction: The Learning Links project at Rutgers University. College & Research Libraries News 61(5): 387-390, 402.

Wernet, S. P., et al. 2000. Postcourse evaluations of WebCT (Web Course Tools) classes by social work students. Research on Social Work Practice 10(4):487-504.

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Published

2003-05-29

How to Cite

Martin, K. B., & Lee, J. (2003). Using a WebCT to Develop a Research Skills Module: Theme: Information Literacy for Science & Technology. Issues in Science and Technology Librarianship, (37). https://doi.org/10.29173/istl1929

Issue

No. 37 (2003): Spring (Theme: Information Literacy for Science & Technology)

Section

Board Accepted Articles

License

While ISTL has always been open access and authors have always retained the copyright of their papers without restrictions, articles in issues prior to no.75 were not licensed with Creative Commons licenses. Since issue no. 75 (Winter 2014), ISTL has licensed its work through Creative Commons licenses. Please refer to the Copyright and Licensing Information page for more information.

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