Assessing the TIP online information literacy tutorial

Purpose - The purpose of this paper is to report on the results of a study that assessed whether students learned information literacy concepts after taking the interactive online Tutorial for Information Power (TIP). Design/methodology/approach - The methodology and design involved a pre- and post-test assessment of students who completed an online tutorial. Findings - Students who spent more time working through the tutorial had a statistically significant increase from their post-test to their pre- test scores. Research limitations/implications - Statistically significant results reported from this study are of interest to the educational community involved with the teaching and assessment of information literacy. Practical implications - This study offers a successful model for evaluating student learning from an online tutorial. Originality/value - This study is one of the few in the literature addressing the assessment of information literacy and online tutorials.