Library Instruction Classroom Research Articles

Teaching with Intent: Applying Culturally Responsive Teaching to Library Instruction

Despite increasingly diverse classrooms, librarians may teach to the middle without considering the divergent experiences of the actual students in the class. Additionally, the centrality of whiteness in academia and librarianship may contribute to a lack of inclusivity in the library instruction classroom. Culturally responsive teaching (CRT) provides a framework for realizing inclusivity for culturally diverse students. This article presents theoretically grounded, practical applications of CRT for the library instruction classroom within three suggested areas for improvement: preparation, communication, and facilitation.

Reiterative reflection in the library instruction classroom

PurposeThis study aims to explore the application of reflective pedagogy within a course-embedded library instruction session (as opposed to a semester-long credit bearing course) as a means to foster transfer learning of research practices.Design/methodology/approachThis conceptual essay adapts theories of reflection for transfer learning as found in composition and rhetoric literature to the traditional course-embedded library instruction classroom.FindingsThe application of reflection as a structured learning construct may have the potential to transform the library instruction classroom into an environment where transfer learning is more likely to take place.Research limitations/implicationsMost models for transfer learning are based on semester-long courses and do not take into account the abbreviated context of the traditional library instruction event. This presents a challenge to any adaptation of theory, as library instruction is often an event isolated to one or a few sessions.Practical implicationsThis study provides a structure for reflective pedagogy for librarians who desire to engage students in practices that offer the potential of fostering transfer learning.Originality/valueLibrarians are practicing reflective pedagogies in semester-long information literacy courses, but few have used reflection in traditional instruction sessions beyond the documentation of student learning for assessment purposes. This essay provides a theory that extends reflective pedagogies into the traditional library instruction classroom with the hope of fostering transfer learning.

Asking Questions in the Classroom: An Exploration of Tools and Techniques Used in the Library Instruction Classroom

This study explores the tools and techniques used within the library instruction classroom to facilitate a conversation about teaching practices. Researchers focused on the questioning methods employed by librarians, specifically the number of questions asked by librarians and students. This study was comprised of classroom observations of a team of librarians working towards standardized learning outcomes; members of the team had the freedom to independently develop lesson plans and choose teaching approaches for each class. Observations measured the frequency of questions asked of and answered by librarians and students in library instruction sessions via oral discussion, worksheets, and polling. Researchers also noted the use of visual aids and storytelling as tools to engage students in conversation. The variety of tools and techniques observed in this study indicate that librarians exercise a great amount of autonomy in the classroom while working towards standardized learning outcomes.

From paper to pixels: using Google Forms for collaboration and assessment

Purpose – The purpose of this paper is to discuss the use of Google Forms in the university library instruction classroom. Librarians at the Richard J. Daley Library at the University of Illinois at Chicago (UIC) began using Google Forms as a way of increasing active learning and as an instrument of formative assessment. The paper describes the information literacy context at the UIC and gives examples of best practices for using Google Forms in library instruction. Design/methodology/approach – The authors collaborated with other instruction librarians at their institution to develop Google Forms for use in library instruction sessions and used them primarily in sessions geared toward first-year students. Findings – Google Forms provides an easy and inexpensive way to incorporate both active learning and assessment in library instruction sessions. Students and faculty were receptive to their use in the library classroom. These early findings will be incorporated into the longer assessment study by the authors, currently underway. Originality/value – While Google Forms has heretofore been used in primary and secondary school settings, it is only now being more widely adopted for use by instruction librarians at the university level. This paper will be of value to those who wish to use Google Forms in library instruction in college and university settings, among others.

Using transaction log analysis to assess student search behavior in the library instruction classroom

Purpose – The purpose of this study is to determine how undergraduate students search in the context of a library instruction session. The results of an assessment of transaction logs are shared to provide evidence of student search behavior within a class setting. Design/methodology/approach – Transaction logs from 29 library instruction sessions using the library’s federated search tool were analyzed. Using a rubric, the authors assessed the logs to discover if students followed the instruction provided to construct more relevant, targeted searches, if they selected recommended resources and if they exhibited persistence in their searching. Findings – The study found most students had difficulty translating instruction on how to use quotation marks into their own searches, were mostly successful when choosing a database and notes varying participation patterns in classes taught at different times. Practical implications – Implications of this study include greater awareness of student search behaviors during library instruction sessions as well as guidance for providing reference services, particularly virtual reference where it is not possible to see how students construct searches. Originality/value – Although there have been studies of student search behaviors, examining behaviors during the context of a library instruction session is unique. This study provides an opportunity to observe student searching in a classroom setting and provides recommendations for more effective library instruction, both in the classroom and at the reference desk.

Teaching the Use of Library of Congress Subject Headings as a Research Strategy for Undergraduate Students

Library of Congress subject headings (LCSH) are such a powerful tool that ACRL recognized them in the Information Literacy Competency Standards. The Standards state that the information-literate student should be able to select discipline-specific controlled vocabulary and construct a search strategy. The authors, recognizing this often-forgotten Standard, surveyed instruction librarians to determine if LCSH are still taught in the library instruction classroom, and, if so, which strategies are used for identifying relevant subject headings. Survey results were mixed. While teaching the use of controlled vocabulary has clearly fallen from popularity, it is still recognized as a valuable tool.

Keeping students engaged with web‐based polling in the library instruction session

PurposeThis research was performed with the aim of determining the potential benefit(s) of including web‐based polling in the library instruction classroom.Design/methodology/approachOver the course of a year, web‐based polling was used in library instruction sessions and the survey results were recorded. Feedback forms were also used to gauge a sense of the students' experiences with this form of active learning.FindingsThis study found that web‐based polling in a library instruction classroom benefits both students and instructors. The students enjoy these sessions and are more attentive than in a typical lecture, which leads to better learning. Instructors are able to learn about the students' uses of technology, research methods, and more with the polling capability.Research limitations/implicationsThe research in this study was only done using the free version of Poll Everywhere in management classes. It would be interesting to see if the results would be the same in other business classes as well as non‐business classes. It could also be beneficial to test the functionality of paid accounts as well as seeing how other web sites compare.Practical implicationsThis article may assist those deciding between different audience response systems and provide tips to those wishing to implement web‐based polling, and more specifically Poll Everywhere, in their sessions.Originality/valueFew articles on audience response systems exist solely on web‐based polling and the benefits instructors can reap in addition to their students. This research will be of benefit to any librarian who teaches in the classroom, especially those in academic libraries.

Exploring Wikis in a Library Credit Course

Wiki is a type of software (also known as social software) that enables its users to create a website with only a minor knowledge of html. Many universities, schools, businesses, and libraries are currently using wiki software to great effect. Even so, there is very little literature addressing the use of wiki software in the university library instruction classroom. This report will focus on the use of wiki software in a university library instruction classroom and consider its feasibility as a tool for teaching critical thinking through team-based learning.

When Opportunity Knocks: Opening the Door Through Teachable Moments

ABSTRACT Teachable moments are present in the library instruction classroom and in both physical and virtual reference transactions. Although librarians are continually urged to take advantage of teachable moments, it can be difficult to locate characteristics and definitions of them. This article examines the characteristics of teachable moments and provides guidelines for recognizing and using these teaching opportunities to more fully benefit the learning experiences of our students.

Aerobics and Library Instruction- An Unexpected Fit

ABSTRACT It can be a real challenge to engage students in library instruction classes. The authors have drawn some inspiration from an unexpected place: the aerobics workout. Aerobics teaching techniques and perspectives can be readily adapted to the library instruction classroom with invigorating results.

Accessing the Right Brain with Bibliographic Instruction

Contemporary society and our educational institutions over-emphasize left-brained, analytical skills. This pervasive influence extends even into the library instruction classroom. This article calls for an adjustment of this left-brained paradigm, with a more holistic, right-brained, or “global” instructional approach. Background information is offered on split-brain theory, hemispheric function, and the importance of right-brain teaching techniques. The specific strategies of metaphor, visual thinking, direct experience, and fantasy are discussed with specific examples cited. A mind map, cluster diagram, and literature searching exercise are included.