Using a WebCT to Develop a Research Skills Module

Bellew Martin, Kelli and Lee, Jennifer Using a WebCT to Develop a Research Skills Module. Issues in Science & Technology Librarianship, 2003, vol. 37. [Journal article (Unpaginated)]

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English 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.

Item type:	Journal article (Unpaginated)
Keywords:	information literacy biology WebCT
Subjects:	C. Users, literacy and reading. > CD. User training, promotion, activities, education.
Depositing user:	Jennifer Lee
Date deposited:	23 Nov 2006
Last modified:	02 Oct 2014 12:05
URI:	http://hdl.handle.net/10760/8320

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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