Amy Dye-Reeves, Texas Tech University
Due to COVID 19 restrictions within a one-credit information literacy course, Amy Dye-Reeves had students create asynchronous videos using PlayPosit for a course assignment. Each student group had to visit the Google Arts & Culture website and self-select one virtual museum or archives for the assignment. The goal was to create more student-to-student interaction that involved collaboration and peer interaction within the course ( Cho & Cho, 2014; Sadik & Reisman, 2009; Zheng & Smaldino, 2009). Each group of students also needed to create a series of class discussions (Helms et al., 2011) to spark conversations. The students had a month to complete the assignment and upload it to Blackboard. After the upload date, students watched the videos and interactions using the Playposit interactive elements of short answers, multiple-choice, and more. Finally, the students had two weeks to make and leave meaningful comments on each group's videos. (Sorensen & Baylen, 2011; Bonk, 2013, Ghardirian, Ayub, Baker, & Hassanzadeh, 2016). The presentation will provide information on creating this type of digital field trip assignment for lower-level information literacy courses.
Karleen Delaurier-Lyle, University of British Columbia
One of the common questions we encounter at the reference desk or during instructional sessions is, “can you direct me to the section on [insert topic here]?” Topics range from education, language learning, animals, traditional knowledge, and more. However, the information that can support students in their research is often in various sections of the library rather than a single dedicated location; especially in the context of Indigenous Knowledges (IK) where information is understood more as relational than compartmentalized. In this session, Karleen Delaurier-Lyle, will demonstrate to participants how she facilitates instructional sessions that complicate the discovery process using Xwi7xwa Library’s current organization scheme, catalogue descriptions, and subject headings. She will also explain how she was able to adapt these sessions from in-person stacks exploration and discovery to an online environment.
Kelly Wilson & Jenn Tirrell, Soka University of America
The library tour has always been the traditional introduction to the library for incoming students, however, it did not offer the opportunity for students to learn about and experience all of the online materials and services available to them. In this presentation, Kelly Wilson & Jenn Tirrell will explain how we pivoted our in-person library orientation to a hybrid system in response to the COVID-19 pandemic in order to maximize the students’ library literacy. To do this, they will discuss the key players involved (Library Staff & Student Services); how they created an online library tutorial using Springshare’s LibWizard; the implementation of socially-distanced in-person tours; the perceived impact of these changes, including participation data; and the potential considerations for future library orientation formats. They plan to start this presentation with a PollEverywhere question to gauge what other libraries did for their library orientations during the Fall 2021 semester. They also plan to provide a quick interactive example of our online tutorial for attendees to experience for themselves. They will discuss all of the above topics in an MS PowerPoint presentation.
Amber Eakin, Strayer University
Two years ago, Amber Eakin joined the university library as the primary information literacy instructor. The library had limited interaction with faculty and no formalized process for accepting requests for classroom visits. Because of these constraints, they had about twenty sessions a year: 80% of those sessions originated with the library team, and only 20% came as instructor requests. Now, the 80/20 split has flipped! They have increased our reach from a few hundred students a year to engaging over 1000 students across more than 100 sessions each term. They reached this milestone by collaborating with faculty to meet their students' needs. In doing so, the library operates using a "just-in-time" rather than a "just-in-case" pedagogical strategy, which resonates with the unique needs of adult learners. This session will explore developing lasting faculty partnerships, implementing an intake system for faculty requests, and supporting accessibility measures along the way. While our instruction services are entirely virtual, these lessons can apply to hybrid or in-person instruction in college or university libraries.
