Abstract

The Concordia Library Research Skills Tutorial was launched in early 2018. In an informal usability study during its development, student volunteers offered mostly positive reviews, describing the tutorial as “a very simple and thorough tool” providing “in-depth knowledge which can be so beneficial to an academic journey.” However, we wanted to know whether the tutorial is actually useful for students at a specific point of need. We therefore launched a qualitative study, partnering with professors in three undergraduate courses to encourage their students to use the tutorial as an aid in completing specific research assignments. Our study employed a novel evaluation method: the love/breakup letter. It involved our visiting the classes and asking students to briefly evaluate the tutorial by writing a love, breakup, or even indifferent letter to it as though it were a person. Our aim was to allow students to freely and creatively express themselves and to draw out their emotional responses. We wanted to learn: might students become attached to the tutorial as they would to a favorite app? Or would they experience frustration and even antagonism towards the tool if it failed to answer their needs? In what contexts might or might not this tutorial serve as a substitute for face-to-face teaching? Our presentation will describe some benefits and pitfalls of the love/breakup letter methodology, discuss key themes identified in the students’ letters and share intriguing excerpts.