Improving accessibility, engagement and usefulness of online information literacy tutorials based on student feedback

Purpose In order to evaluate a new series of online information literacy tutorials, students in a first-year experience program were invited to take a perception survey. The survey asked respondents if they perceived the tutorials to be accessible, engaging and useful. The feedback informed changes to tutorial learning objects in order to improve student learning of information literacy concepts. Design/methodology/approach Data were collected using a survey instrument comprised of quantitative and qualitative questions about online tutorial accessibility, engagement and usefulness. All students enrolled in first-year experience courses at the end of the Fall 2022 semester were invited to take the survey. Findings The results suggest that the majority of respondents perceive the tutorials as useful for completing college-level assignments (62.5%) and easy to access and navigate (85%). Ratings for engagement are mixed; less than half of respondents perceive the tutorials to be engaging (44%). Analysis of qualitative questions may point to a connection between the perceived usefulness of a tutorial and a user’s engagement with the material. Originality/value This paper discusses the evaluation of tutorials comprised of vendor-produced content mixed with institutionally created content. It includes the survey instrument designed to collect student perceptions of these tutorials.