Acknowledgments |
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vii | |
Foreword |
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ix | |
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Introduction |
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1 | (6) |
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2 | (1) |
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What Is Instructional Theory? |
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2 | (2) |
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Searching the LIS Literature |
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4 | (1) |
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5 | (1) |
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6 | (1) |
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6 | (1) |
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6 | (1) |
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Chapter 1 Research Guides and Instructional Theory |
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7 | (12) |
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What Is a Research Guide? |
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7 | (1) |
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What Are Research Guides For? |
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7 | (3) |
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Terminology Used in This Book |
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10 | (2) |
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Common Problems in Creating Research Guides |
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12 | (1) |
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13 | (3) |
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16 | (1) |
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17 | (2) |
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Chapter 2 Learning Objectives in Research Guides |
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19 | (20) |
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What Is a Learning Objective? |
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20 | (1) |
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Defining Your Learning Objectives |
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21 | (9) |
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30 | (1) |
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Putting Objectives to Work in Your Research Guides |
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31 | (4) |
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Building a Guide Structure from Your Objectives |
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35 | (1) |
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35 | (1) |
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36 | (3) |
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Chapter 3 Learning Styles |
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39 | (24) |
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39 | (1) |
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What Are Learning Styles? |
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40 | (3) |
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Learning Styles: Three Models |
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43 | (3) |
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Perceptual Preference Modality |
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Kolb Experiential Learning Model |
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Gardner's Multiple Intelligences |
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Applying Learning Style Theory to Library Research Guides |
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46 | (3) |
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Examples: Using Learning Styles in Research Guides |
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49 | (7) |
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Interactive/Kinesthetic/Tactile |
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Drawbacks and Practical Concerns |
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56 | (2) |
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Summing Up: Some Simple Best Practices |
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58 | (1) |
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59 | (1) |
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60 | (3) |
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Chapter 4 Designing and Writing for Better Usability |
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63 | (38) |
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63 | (3) |
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66 | (3) |
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UX and Online Instruction |
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Visual Design for Nondesigners |
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69 | (10) |
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Unintentional Focal Points |
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79 | (2) |
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81 | (2) |
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How Users Read on the Web |
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83 | (4) |
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87 | (6) |
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Making Clear and Useful Links |
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93 | (3) |
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Summing Up: Some Simple Best Practices |
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96 | (1) |
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97 | (2) |
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99 | (2) |
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101 | (18) |
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101 | (2) |
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Using Rubrics and Analyzing Guide Content |
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103 | (4) |
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Assessment Example: Rubric |
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107 | (3) |
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Assessment Examples: Surveys |
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110 | (5) |
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What Analytics Assessment Can Tell You |
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Assessment Examples: Analytics |
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115 | (1) |
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116 | (1) |
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116 | (3) |
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Chapter 6 Planning, Coordinating, and Administrating Guides |
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119 | (26) |
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119 | (1) |
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120 | (2) |
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Tying Guide Goals to Instruction Program Goals |
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Sample Instruction Goals with Research Guide Components |
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The Research Guide Coordinator |
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122 | (4) |
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Control: How Much Is Too Much? |
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Guide Coordinator Case Study |
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Maintenance and Administrative Tasks |
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126 | (3) |
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Regular and Periodic Maintenance |
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Collecting and Reporting Data |
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Upgrading and Overhauling |
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129 | (2) |
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131 | (3) |
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134 | (4) |
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Establishing Best Practices |
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138 | (2) |
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140 | (1) |
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141 | (4) |
Author Biography |
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145 | |