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The purpose of this paper is to describe a new method for the evaluation of online provision of information literacy and academic skills (ILAS), and advocate for its addition as a tool for the ILAS practitioner. The method is discussed in the context of evaluating its effectiveness for a project to investigate the value of six online tutorials for postgraduate taught students at Cardiff University. The paper presents the advantages and disadvantages of the method compared to the more commonly utilised focus group and interview techniques in this field of study. It concludes that the method has been highly effective in collecting substantial actionable information for the improvement of the development of student’s ILAS and recommends its use in similar projects.
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