Abstract
Librarians have ever-expanding teaching responsibilities in many academic disciplines. Assessment of learning outcomes requires longitudinal evaluation to measure true retention of skills and knowledge. This is especially important in the health sciences, including pharmacy, where librarians take an active role in teaching students to help prepare them for a profession in which solid information literacy skills are required to safely and effectively provide evidence-based care to patients. In this commentary, I reflect on a year of teaching in a pharmacy program and consider the outcomes of my instruction, areas for improvement, student retention of learning, assessment challenges, faculty-librarian collaboration, and continued support for library instruction in the pharmacy curriculum.
Highlights
In May 2017, I began my position as health sciences librarian for pharmacy and nursing at Wilkes University
For a number of years, I have observed that students do not appear to retain skills and knowledge from library sessions over the long term
I have come to the conclusion that if I expect to develop and shape our students’ information literacy skills in a truly meaningful way, I must focus on enhanced classroom engagement and longitudinal learning and assessment
Summary
In May 2017, I began my position as health sciences librarian for pharmacy and nursing at Wilkes University. I am the third librarian in this position and am fortunate to enjoy already established opportunities for teaching. I have come to the conclusion that if I expect to develop and shape our students’ information literacy skills in a truly meaningful way, I must focus on enhanced classroom engagement and longitudinal learning and assessment. I know librarians grapple continuously with these challenges and seek their resolution through a variety of teaching and assessment strategies. In this commentary, I reflect on these issues in the context of my experience teaching in a pharmacy program
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