Abstract
ABSTRACTAlthough it is most often employed in informal settings, augmented reality (AR) is emerging as an exciting way to bring playful, engaging mobile technologies into formal learning environments, such as the academic library. In this poster we document a multi‐year design‐based exploration of augmented reality employed to enhance library‐based information literacy instruction. In a scholar‐practitioner partnership between an academic library and faculty and students in an MLIS program, the project team developed an iterative approach to designing, creating, and evaluating AR materials and an app that were integrated with the existing information literacy program at two branch libraries. The emphasis on learning outcomes, both for the participants of information literacy instruction sessions, as well as the MLIS students, differentiate this work from other AR projects that emphasize playful engagement over explicit skill development. We reflect on the affordances and constraints of using AR in academic libraries, as well as the value of scholar‐practitioner partnerships for enhancing library‐based instruction.
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