Abstract
We can’t be the only academic librarians who woke up one morning and thought: “There has to be a better way”. After three years of teaching 2030 introductory library sessions to relatively disinterested undergraduate students in a span of two months, technically-minded Heather had begun to question whether she would ever make it through year four without moving some of the labour online. Having completed her B.Ed and MLIS and witnessed several crash-and-burn library assignments, pedagogicallyminded Sarah had both the experience and ideas for developing appropriate student-centred learning activities. And the Library Sandbox was born.
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