Web‐Based Instruction: A Guide for Libraries, 2nd ed.

Citation

Gust, K.J. (2006), "Web‐Based Instruction: A Guide for Libraries, 2nd ed.", Library Hi Tech, Vol. 24 No. 3, pp. 469-470. https://doi.org/10.1108/07378830610692226

In this second edition of Web‐Based Instruction, Smith presents a high‐quality resource for those library instruction professionals looking to create online educational tools and websites. It presents an easy‐to‐understand, step‐by‐step manual for those with some web authoring skills, but no previous experience creating online educational and interactive websites, and for those who may perceive the task of creating web‐based instruction as somewhat daunting and challenging. Although written primarily from the perspective of the academic environment, this book can still be highly useful for those in public or school libraries as well.

Throughout the text, Smith presents a logically arranged tour through the entire process of planning and designing web‐based instruction. She begins with a new and wonderful addition to this revision – a helpful overview of the subject of web‐based instruction. In this overview, she covers such topics as its history, key features, media technologies involved (specifically digital multimedia), pedagogy, learning styles, and learning objects. Especially beneficial is the inclusion of pedagogical theories and how they are equally essential to the development of effective web‐based instruction, as they are to traditional instruction. Smith also adds a highly useful section on learning styles – with an easily readable chart displaying how various intelligence styles can be accommodated by particular online teaching strategies.

In the second chapter, Smith then moves onto other essential background topics: characteristics of good library instruction, how to develop effective web‐based instruction, and ideal features of online tutorials. Most essential to this chapter are the examples of various online tutorials and those skills and tools they intend to teach: general research/reference, online catalog, database‐specific, discipline/course‐specific, assignment‐specific, and academic integrity/intellectual property. Another improvement to this second edition is Smith's section devoted to the types of libraries that engage in web‐based instruction, which includes examples and commentary on how a variety of unique and interesting types of online instruction are now prevalent in school, public, and special libraries.

From these introductory chapters, Smith then moves onto more specific topics, helping the reader to build upon knowledge gained from the previous chapters. The next chapter is especially valuable as it presents a solid discussion of the design and development cycle, including needs analysis, staffing, and funding issues, and gives those ready to begin a web‐based instruction project an excellent starting point.

Other topics in the succeeding chapters include selecting appropriate development tools including hardware and browser issues; designing the user interface; integrating multimedia and interactivity; and evaluation, testing, and assessment – with some solid examples of usability studies and testing methods.

Smith strengthens each chapter, especially those relating to the nature and qualities of good library instruction and why web‐based instruction is even an effective option, with high‐quality references from leading researchers and librarians in library instruction. She also carefully explains and defines “web‐speak” throughout the chapters, making the topics very understandable to those with just basic web‐design experience. Another new component to this edition is the glossary, making it even easier to define and understand terms.

Along with its solid narrative, there are also many effective graphical elements included in this book. Charts and graphs incorporated throughout the text are exceptionally helpful in augmenting the descriptions of the planning and design process. Numerous screen shots of examples of web‐based instruction also help to illustrate the topic without the user having to be at a computer while reading the text. Additional charts comparing the advantages and disadvantages of web graphic formats and color meanings and their perceptions are very useful.

In Web‐Based Instruction, Smith carefully details how building an effective web‐based instructional tool involves following the same pedagogies as traditional library instruction, careful planning, and a thorough investigation of the tools and technologies available, along with a plan for evaluation and assessment from the beginning of the project. It provides an excellent starting point in a manageable read, but the library professional embarking on any web‐based instruction project will most likely need to investigate many other resources in addition to this text for a more comprehensive understanding of the topic. Overall, this second edition presents solid updates and improvements with new topics, screen shots, and examples, further enhancing Smith's contribution to the field of web‐based instruction.