Traditional Library Instruction Research Articles

Critical Pedagogies and Critical Information Literacy in STEM librarianship: A Literature Review

In contrast to the traditional library instruction aim of finding and evaluating information, critical library pedagogies aim to teach students to analyze and challenge the power structures that determine what kind of information is deemed valuable. STEM librarians have been slower to take up these approaches than our colleagues with other disciplinary focuses, yet I argue that critical teaching is one of the most important ways that we can support social justice goals in our work. In this paper, I review the existing literature on critical pedagogies in STEM librarianship and suggest ways for us to develop our practice in this area.

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.

Flipped Library Instruction Does Not Lead to Learning Gains for First-Year English Students

A Review of:
 Rivera, E. (2017). Flipping the classroom in freshman English library instruction: A comparison study of a flipped class versus a traditional lecture method. New Review of Academic Librarianship, 23(1), 18-27. http://dx.doi.org/10.1080/13614533.2016.1244770
 
 Abstract
 
 Objective – To determine whether a flipped classroom approach to freshman English information literacy instruction improves student learning outcomes.
 
 Design – Quasi-experimental.
 
 Setting – Private suburban university with 7,000 graduate and undergraduate students.
 
 Subjects – First-year English students.
 
 Methods – Students in six sections of first-year “English 2” received library instruction; three sections received flipped library instruction and three sections received traditional library instruction. Students in the flipped classroom sections were assigned two videos to watch before class, as an introduction to searching the Library’s catalog and key academic databases. These students were also expected to complete pre-class exercises that allowed them to practice what they learned through the videos. The face-to-face classes involved a review of the flipped materials alongside additional activities.
 
 Works cited pages from the students’ final papers were collected from all six sections, 31 from the flipped sections and 34 from the non-flipped sections. A rubric was used to rate the works cited pages. The rubric was based on the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education (ACRL, 2000), Standard Two, Outcome 3a, and included three criteria: “authority,” “timeliness,” and “variety.” Each criterion was rated at one of three levels: “exemplary,” “competent,” or “developing.”
 
 Main Results – Works cited pages from the students who received non-flipped instruction were more likely to score “exemplary” for at least one of the three criteria when compared to works cited pages from the flipped instruction students (68.6% vs. 52.7%). Differences were found in the scores for “timeliness” (88.2% non-flipped scored “exemplary” compared to 58% flipped), and “variety” (55.9% non-flipped scored “exemplary” vs. 35.5% flipped). This pattern was not found for the “authority” category, in which 61.8% of non-flipped works cited pages scored “exemplary” vs. 64.5% of flipped works cited pages. 
 
 Conclusion – The results suggest that the flipped library instruction approach did not improve student learning outcomes. The study’s findings are limited by the small sample size, the unknown impact of the variability of research assignments between sections, and the lack of control over whether students in the flipped sections completed the pre-class assignments. The author also notes that future research should examine how well the content of flipped library instruction mirrors that of non-flipped instruction sessions. The study concludes that the flipped classroom model needs further research to understand whether it is a strong fit for one-shot library instruction.

Can we shift more library costs to students?

Purpose The purpose of the study is to discuss Questia, a library database that is marketed directly to student users. Design/methodology/approach Opinion piece. Findings From a student’s perspective, Questia is very useful. It would not be a useful addition to undergraduate libraries, even if site licenses are available. Research limitations/implications It would be interesting to design a study to compare library skills of undergraduates who are subscribed to Questia with those who participate in traditional library instruction sessions. Practical implications It is suggested that Questia should be recommended to an undergraduate student who is struggling with basic research skills or who is especially pressed for time. Originality/value There are no scholarly articles discussing Questia after 2012.

Minute to Learn It: Integrating One-Minute Videos Into Information Literacy Programming

This case study describes a series of One Minute Tips videos created by librarians at Old Dominion University. The videos deliver instruction adaptable to many formats, including traditional library instruction and point of need individual viewing. Packed with information but short in length, the One Minute Tips videos creatively mix popular culture, music, sound effects, screencasting, and instruction and layering techniques. This article discusses the creation of the videos with a focus on the learning preferences of millennials, integration into instruction and programming, promotion, branding, and assessment.

Evolution of a Culture of Assessment: Developing a Mixed-Methods Approach for Evaluating Library Instruction

Assessment has become more of a priority for libraries across the country in the last decade. Using the instruction program as a case study, the authors detail the history of assessment development during the past ten years at Mercer University. Along with the university's culture of assessment, institutional-, library-, and program-level assessment are discussed, including how information is communicated across these levels. The authors also share an evolving multifaceted assessment plan for a traditional library instruction program, including methods such as attitude surveys, peer observation, and authentic assessment. In addition to past assessment, future directions are considered.

Research Performance in Undergraduates Receiving Face to Face versus Online Library Instruction: A Citation Analysis

ABSTRACT In 2008, Rogers State University's Stratton Taylor Library launched an embedded librarian service for the university's online classes. While looking for a method to assess the effectiveness of the library instruction program, it was discovered that there has been very little quantitative research into the research activities of students who received embedded librarian services, compared with face-to-face students receiving traditional library instruction. A citation analysis was performed on the term papers of three sections of an upper-division management information systems class, and the results are discussed. The authors argue this methodology is useful both for individual libraries hoping to assess their embedded librarian programs, and researchers interested in exploring the overall effectiveness of this new mode of information literacy instruction.

Teaching Teachers to Teach

Abstract In June 2000, the Illinois State Board of Education adopted new state standards for all accredited teacher education programs. Professional certification programs must demonstrate compliance to the standards by July 2003. Library faculty at Illinois Wesleyan University partnered with the Educational Studies department to address the Core Technology Standards for information access, research, and information literacy through curriculum development. The program includes a combination of an information literacy pre-test, a self-paced, open source Web tutorial, traditional library instruction sessions, one-on-one student-librarian consultations with student teachers, and collaborative course design. The overall goal of the program is to improve librarian-teacher cooperation through instruction in the information literacy skills outlined in the Information Literacy Competency Standards for Higher Education, and to mentor pre-service teachers in practical methods of integrating information literacy ins...

Using HorizonLive to deliver library instruction to distance and online students

With the move from satellite to Web‐based course delivery systems, librarians have greater opportunities, as well as greater challenges, regarding the best way to deliver information literacy instruction to distance students. Providing distance education through course delivery software like WebCT and HorizonLive is a growing trend in higher education. In addition, the opportunity to provide “real time” reference service to these distance students is afforded by the availability of live chat software. Librarians at California State University, Chico, decided to collaborate with distance education professors to use HorizonLive and chat reference to provide traditional library instruction, albeit in an untraditional format, to distance students. This article details the project and reports on its success.

What Do They Really Think? Assessing Student and Faculty Perspectives of a Web-based Tutorial to Library Research

Over the past thirty years, libraries have increasingly used forms of computer-assisted instruction (CAI) in place of librarians for basic instruction tasks. This study evaluates student and faculty perceptions of the Highlander Guide, a Web-based tutorial to library research. Overall, students (particularly those required to use it) and faculty reported positive views of the guide. Correlations drawn between student confidence in using the Web or conducting library research revealed that confident students reacted more favorably toward the Highlander Guide than average students did. In contrast to previous studies, the results of this study indicated that students and faculty were not strongly in favor of using the tutorial to replace traditional library instruction.

Library Instruction for Deficient Readers

Increasing numbers of community college students require reading skills development. These students and their unique needs have important implications for traditional library instruction programs and services. Community college libraries must assess current practices and services in view of a changing student population. This article provides instruction and collection development suggestions which can be used to alter traditional library instruction programs and collections to meet more adequately the needs of deficient readers.