This is the eighth title in the Chandos Learning and Teaching series. It reviews the literature of tutorial design for libraries' information literacy programmes, and is underpinned by thorough coverage of current thinking on learning styles. It is well referenced, taking the majority of its examples from, the US academic library sector where author Lori Mestre has a substantial history as a library educator and Head of the Undergraduate Library at the University of Illinois at Urbana‐Champaign.
Its 12 chapters cover the current debate on learning styles (do they need to be married to presentation style?), learning style theories, culture in relation to learning style, learning object development, current practice and features of library tutorials, design of learning objects, pedagogical implications, interactivity options, assessment of learning objects and usability testing, and marketing of learning objects. It evaluates several specific styles and software used to design tutorials and provides examples of each. It has good coverage of options to create interactive tutorials, but also cautions about aiming for simplicity, invoking a need to be aware of memory limitations (both human and digital). It evaluates text, aural, visual and kinesthetic methods of tutorial presentation.
It has a very practical last chapter on “Resources” used in tutorial creation such as learning style inventories, screen capture tools, software for creating learning objects, sites and options for creating images, audio, video and much more. Appendices mostly focus on Mestre's own research work, the tools and questionnaires used to assist in evaluation of usability.
Presentation of the work is good. A detailed contents page is supported by a thorough index, and chapters are abstracted and provided with keywords. Images are frequently screen dumps reduced in scale, and this becomes a problem at times with text barely readable.
The author talks from an informed perspective and provides a thorough, well researched and practial approach to the topic. The hope is that the book's title does not limit its audience. Yes, it is aimed at those creating online library tutorials with examples primarily from the academic environment. But its principles and practices are equally relevant to other aspects of library education, such as designing distance learning course materials. The sound theoretical base has its place in design of online instruction for work in libraries as well. It covers a diversity of cultures, learning styles and delivery methods which expands its potential audience internationally and across library sectors. It suggests that library tutorials have moved beyond the often‐homegrown into a field that can withstand academic and pedagogical rigour. It is an excellent aide to those charged with creating classes in information literacy who might have fallen into such a role without a teaching background. Therefore, it is recommended broadly to those charged with educating library users and those who “teach” library systems and processes as an educator or within the workplace.
