Integrating Alessi–Trollip and ASSURE for University Library User Education

Background: Digital transformation requires university libraries to shift library user education from administrative, one-way, face-to-face orientations to more adaptive learning programs. Meanwhile, students at the UPT Library of UIN Sulthan Thaha Saifuddin Jambi continue to demonstrate low levels of technical competency (scores of 2.53–2.70 on a 5-point scale), particularly in using digital catalogs, authenticating access to scholarly journals, and navigating e-book collections. Objective: To describe how the stages of the Alessi–Trollip model and the ASSURE model were integrated to plan, design, and formatively evaluate instructional videos for university library users. Methods: This development-oriented study employed descriptive qualitative analysis at the UPT Library of UIN Sulthan Thaha Saifuddin Jambi. Data from observations, design documents, and interviews with media experts, subject-matter experts, and students were analyzed thematically and compared across sources. Results: Reported learner difficulties informed the development of simplified narrative scripts and storyboard sequences. Feedback from experts and students guided the design and revision of quizzes and an Online Public Access Catalog (OPAC) navigation simulation. However, no learning-gain results were reported. Conclusion: The findings suggest a practical approach to integrating learner-focused planning, multimedia design, and formative evaluation in university library user education. The effects of this approach on learning outcomes require further empirical testing.