Transforming Academic Library Instruction: Shifting Teaching Practices to Reflect Changed Perspectives.

2020 ◽  
Vol 39 (2) ◽  
pp. 201-202
Author(s):  
Daniel B. Stuart
Keyword(s):  
Teaching Practices ◽  
Academic Library ◽  
Library Instruction

scholarly journals Book Review: Classroom Assessment Techniques for Librarians

2015 ◽  
Vol 55 (2) ◽  
pp. 169
Author(s):  
Calantha Tillotson
Keyword(s):  
Classroom Assessment ◽  
Academic Library ◽  
Educational Assessment ◽  
Library Instruction ◽  
Assessment Program ◽  
Assessment Techniques

Melissa Bowles-Terry and Cassandra Kvenild present Classroom Assessment Techniques for Librarians as a toolbox for instruction librarians seeking to create an assessment program in their academic library. Beginning by providing a basic introduction to educational assessment theory, Bowles-Terry and Kvenild build a foundation of understanding with their fellow instruction librarians regarding what assessment means and why it should be used in any library instruction program.

Technology and Instruction

2013 ◽  
pp. 110-127
Keyword(s):  
Information Technologies ◽  
New Technologies ◽  
Academic Library ◽  
Library Instruction ◽  
Library Resources ◽  
User Expectations ◽  
People Search ◽  
Search For Information ◽  
Keyword Searching ◽  
The Way

Information technologies have changed the way people search for information inside and outside the library environment. As a result, one of the core functions of librarians—instruction—has changed. Initially, library instruction, also known as bibliographic instruction, focused on teaching patrons how to find library resources. Databases and the Internet with keyword searching abilities shifted the focus of library instruction away from library resources to search techniques that are applicable in a variety of information settings. Web 2.0 technologies have further impacted information literacy instruction as they have helped make the searching for, use of, and creation of information nearly seamless. These technologies have changed user expectations and librarians have adjusted the way they provide instruction services to patrons. This chapter examines the impact of new technologies on how librarians frame their relationship with patrons, specifically students and faculty in the academic library context. Librarians use new technologies to compliment their existing instruction sessions and as a tool to frame themselves as information experts.

Lightweight alternative tech: a study of Chromebooks in the academic library classroom

2019 ◽  
Vol 38 (3) ◽  
pp. 554-562
Author(s):  
Beth Seyala ◽  
Erin Burns ◽  
Shannon Richie ◽  
Amy L. Deuink ◽  
Valerie Lynn
Keyword(s):  
Undergraduate Students ◽  
Online Survey ◽  
Academic Library ◽  
Battery Life ◽  
Library Instruction ◽  
Content Type ◽  
Computer Laboratory ◽  
Classroom Use ◽  
Minimal Effort ◽  
Practical Implications

Purpose The purpose of this paper is to evaluate Chromebooks as an alternative to the traditional computer laboratory for library instruction in an academic environment. The results of this study could help inform the creation of a mobile instruction lab that students and librarians quickly construct inside any classroom with minimal effort and no software to manage. Design/methodology/approach An online survey was distributed to student participants. The survey contained two demographic questions followed by seven user experience questions related to the in-classroom use of Chromebooks; most questions were quantitative in nature. Findings The majority of respondents (84 percent) strongly or somewhat agreed that Chromebooks were easy to use, and 15 percent of the respondents reported some difficulty accessing the university’s Wi-Fi system while using the devices. Research limitations/implications This introductory study was limited to a survey population primarily comprised of lower-level undergraduate students in their first two years of study. Additionally, Chromebooks were not tested in an educational environment using G Suite for Education, which could increase the opportunities for use in an academic setting. Practical implications The study’s findings, combined with the portability and long battery life of Chromebooks, make them a candidate for a mobile instruction lab. Originality/value This research seeks to explore the viability of Chromebooks as an affordable and easy to manage alternative to wired instruction rooms, using a light laptop technology that is becoming increasingly familiar to college students.

scholarly journals The Language of Information Literacy: Do Students Understand?

2017 ◽  
Vol 78 (3) ◽  
pp. 283 ◽  
Author(s):  
Gayle Schaub ◽  
Cara Cadeno ◽  
Patricia Bravender ◽  
Christopher Kierkus
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Academic Library ◽  
Library Instruction

To effectively access and use the resources of the academic library and to become information-literate, students must understand the language of information literacy. This study analyzes undergraduate students’ understanding of fourteen commonly used information-literacy terms. It was found that some of the terms least understood by students are those most frequently found in faculty-created research assignments and syllabi and that are used by librarians during library instruction. It is recommended that librarians work with faculty to make them aware of students’ lack of understanding of information literacy terms and that librarians also reinforce their meaning during library instruction and in one-on-one consultations.

scholarly journals Book Review: Framing Information Literacy: Teaching Grounded in Theory, Pedagogy, and Practice (Vols. 1–6)

2019 ◽  
Vol 58 (2) ◽  
pp. 121
Author(s):  
Marla Lobley
Keyword(s):  
Information Literacy ◽  
Instructional Strategy ◽  
Lesson Plan ◽  
Academic Library ◽  
Library Instruction ◽  
Ideal Class ◽  
Practical Applications ◽  
Literacy Teaching ◽  
Theory Pedagogy

This series successfully multitasks as a resource for lesson plan ideas while also teaching instructional theory and pedagogy. With one volume for each of the six frames in ACRL’s Framework for Information Literacy for Higher Education, this set is about practical applications of the frames in academic library instruction. Each volume includes complete lesson plans, including handouts and assessment ideas. The plans are grouped by discipline and the beginning of each plan designates the intended population and the learning theory, pedagogy, or instructional strategy used in the lesson. What is missing from these descriptions is whether the lesson is best suited to one-shot or multiple sessions, ideal class size, and how long the lesson takes. While such notations would make it easier for readers looking for ideas to quickly implement, this series is better suited to readers looking for clever concepts that they can adapt to their needs.

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