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Ninety undergraduate students were randomly assigned to three groups: GotS, screencast with identical content, and a control condition. All groups completed a 16-item post-test. Analysis of variance shows significant differences versus the control, with no difference between the two instructional treatments, and the study reviews limitations and future research directions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/volume-8-issue-1-evaluating-the-effectiveness-of-tools-for-online-database-instruction/598772/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/volume-8-issue-1-evaluating-the-effectiveness-of-tools-for-online-database-instruction/598772.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What tools does the study evaluate for teaching database searching skills?","Question",{"text":112,"@type":113},"It evaluates the Guide on the Side (GotS) online tool and a screencast tutorial with identical content.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students assigned to groups in the study?",{"text":117,"@type":113},"Ninety undergraduate students were randomly assigned to three groups: GotS tutorial, screencast, and a control group.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the post-test results show about effectiveness?",{"text":121,"@type":113},"Both treatment groups differed significantly from the control group, while there was no statistical difference between the GotS and screencast groups.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598772,1792900540,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Volume 8, Issue 1, 2014  \n[ARTICLE]  \nEVALUATING THE EFFECTIVENESS OF TOOLS FOR ONLINE DATABASE INSTRUCTION  \nYvonne Mery  \nUniversity of Arizona Libraries  \nErica DeFrain  \nUniversity of Nebraska-Lincoln Libraries  \nElizabeth Kline  \nUniversity of Arizona Libraries  \nLeslie Sult  \nUniversity of Arizona Libraries  \nABSTRACT  \nThe intent of this study was to evaluate the Guide on the Side (GotS), an online learning tool developed by the University of Arizona Libraries, and a screencast tutorial for teaching information literacy and database searching skills. Ninety undergraduate students were randomly assigned into three groups: group 1 completed a GotS tutorial; group 2 viewed ascreencast presenting identical content; and a control group. Each group completed an identical 16-item post-test. An analysis of variance revealed statistically significant differences between the control group and both treatment groups; however, there was no statistical difference between treatment groups. Limitations of the study and future research areas are also discussed.  \nMery, DeFrain, Kline & Sult, Evaluating the Effectiveness Communications in Information Literacy 8(1), 2014  \nINTRODUCTION  \nThe ability to locate and use information effectively for a specific purpose is a main objective of information literacy instruction. College students often proclaim that they possess the research skills to search and find information; yet when put to the test, librarians and instructors often find students’ information literacy skills in discord to their boasting confidence (Oblinger, 2008) . Students cannot be faulted since the ease of finding information online via search engines often gives a false sense of self-assurance. To complicate matters further, free and commercial information systems with varying designs continue to constantly evolve in the marketplace. Library databases vary greatly in their features and their content; students need direct instruction in the use of different databases in order to understand when and how to use them.  \nWith the ubiquity of Google, it is even more important that students understand the substantial differences between information sources found on the web and those found in library databases. Publications from the Project Information Literacy ongoing research initiative and many others have well-documented the problems students encounter when conducting their own research, from presuming that everything is available and therefore findable through web search engines, to discerning what are credible, scholarly, and/or relevant sources from the millions of results located through Internet searches (Head & Eisenberg, 2009; Head & Eisenberg, 2010) . Based on studies such as these, the authors feel strongly that effective use of databases should continue tobe an essential component of bibliographic instruction.  \nIn 2000, due to the growing prominence of  \nonline courses and shrinking staff resources from economic challenges, the University of Arizona Libraries (UAL) began investigating the plausibility and scalability of using online learning as a means of transitioning away from the resourceintensive face-to-face model of information literacy instruction. Similar to many other academic libraries around the country at the time, UAL librarians began creating database demonstration videos using screencasting software. Although the videos were simple to create, there was concern that they lacked interactivity and any means of assessing learning, and were therefore not a viable alternative to classroom instruction (Sult, 2013) .  \nSeeking a tool that could replicate recursive classroom instruction while supporting the primary objective of teaching database searching skills, UAL librarians began developing a web-based learning tool to guide learners through navigating a live website or database by presenting a series of linear steps and activities on the left-hand side of the screen. The creators believed that the tutoria","cbCaihPFIovpHJBM","https://ap.wps.com/l/cbCaihPFIovpHJBM","pdf",672302,12,"English","# Introduction\n## Study design and post-test evaluation\n# Abstract","[{\"question\":\"What tools does the study evaluate for teaching database searching skills?\",\"answer\":\"It evaluates the Guide on the Side (GotS) online tool and a screencast tutorial with identical content.\"},{\"question\":\"How were students assigned to groups in the study?\",\"answer\":\"Ninety undergraduate students were randomly assigned to three groups: GotS tutorial, screencast, and a control group.\"},{\"question\":\"What did the post-test results show about effectiveness?\",\"answer\":\"Both treatment groups differed significantly from the control group, while there was no statistical difference between the GotS and screencast groups.\"}]","Volume 8 - Issue 1 - Evaluating the Effectiveness of Tools for Online Database Instruction | PDF",1792087571]