Abstract
Prior to 2016 library instruction for mathematics courses was nonexistent at Shippensburg University. The hiring of the STEM librarian in August 2016 led to an initiative to engage the mathematics faculty and students in using resources and services offered by the Ezra Lehman Memorial Library. This outreach resulted in two sessions of the Fundamentals of Mathematics course coming into the library for instruction in the fall semester. These first sessions found that detailed instruction in how to search and identify articles related to key concepts from the desired journal type was particularly useful to the students; however, these sessions also demonstrated a greater need for citation-focused instruction. Adapting the instruction session spring 2017 to include a more in-depth discussion about the necessity of citations showed a greater understanding of the concept by students in the course. Ultimately, this successful instruction improved the course instructor’s perception of the student work and led to the scheduling of future library instruction sessions by other members of the mathematics department.
Highlights
Introduction and Literature ReviewThe incorporation of information literacy concepts into STEM courses, courses that do not traditionally include either research elements or writing assignments, is a relatively new frontier for instruction librarians
The case study presented in the following article shows both the integration of information literacy concepts as well as the potential for library instruction outreach in the field of mathematics
Information literacy classes and bibliographic instruction at Shippensburg University are taught by the faculty librarians at Lehman Library, who liaise with their assigned departments to develop opportunities for instruction and who share the task of providing library instruction for general education courses such as “Introduction to Human Communication” (HCS100) and “Writing Intensive First Year Seminar” (WIFYS, ENG114)
Summary
The incorporation of information literacy concepts into STEM courses, courses that do not traditionally include either research elements or writing assignments, is a relatively new frontier for instruction librarians. The case study presented in the following article shows both the integration of information literacy concepts as well as the potential for library instruction outreach in the field of mathematics. Information literacy classes and bibliographic instruction at Shippensburg University are taught by the faculty librarians at Lehman Library, who liaise with their assigned departments to develop opportunities for instruction and who share the task of providing library instruction for general education courses such as “Introduction to Human Communication” (HCS100) and “Writing Intensive First Year Seminar” (WIFYS, ENG114). While the faculty librarians did their best to serve these departments, the lack of a colleague who understood the unique library needs of STEM departments resulted in these departments adapting a do-it-yourself approach to information literacy instruction, decreasing their use of library services. In 2016 the library hired a STEM librarian to foster connections with the underserved departments and to increase the presence of STEM resources and instruction within the library
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