Type of Presentation
Individual paper/presentation
Conference Strand
Ethics in Information
Target Audience
Higher Education
Location
Session Two Breakouts
Relevance
Unavailable
Proposal
Over two and a half years, the Department of Teaching and Leading liaison librarian has evolved her virtual instruction to graduate online students by scaffolding it into different levels. What started as advocating for an optional one-shot webinar for groups of students in their asynchronous Master of Education program’s seminal course has organically grown into three different library instruction levels throughout the program: introductory (level 1), intermediate (level 2), and advanced (level 3), and a few levels for APA instruction. These days, all students start on the same level playing field by undertaking level 1 library instruction and level 1 and 2 APA Style sessions in the seminal course. They build their information literacy and citation skills throughout their program by opting for the next level when professors teaching other courses request instruction. Embedded librarian support in the classes complements the instruction.
Each semester, the librarian has adapted the instruction to cater to our graduate education student population’s learning needs, styles, and preferences, from minor tweaks to significant modifications. Feedback forms, assessment, and faculty collaboration have guided such developments. One way is developing a choice of two learning modes for each library instruction level.
Find out how the librarian gained buy-in for initiating virtual instruction, what each level looks like, the two instructional modes, and tracking and evaluating progress. Also, learn the challenges of differentiation for asynchronous coursework, the benefits, and lessons learned. Finally, hear current collaboration efforts to expand and finesse the program to be more systematic and motivating.
Short Description
Learn how a liaison librarian initiated and evolved virtual instruction to graduate online students by differentiating it into different levels and modes. By the end of their Master of Education program, students may have completed up to three library instruction levels for education and up to a few for APA Style. Discussed will be what the instruction looks like, complementing it with being embedded, the benefits and challenges of differentiation, and current plans to expand the program.
Keywords
virtual library instruction, information literacy, online students, graduate students, embedded librarianship
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Kubicki, Josette M., "Leveling up: Differentiating library research and APA instruction for online students into different levels and modes" (2021). Georgia International Conference on Information Literacy. 12.
https://digitalcommons.georgiasouthern.edu/gaintlit/2021/2021/12
Leveling up: Differentiating library research and APA instruction for online students into different levels and modes
Session Two Breakouts
Over two and a half years, the Department of Teaching and Leading liaison librarian has evolved her virtual instruction to graduate online students by scaffolding it into different levels. What started as advocating for an optional one-shot webinar for groups of students in their asynchronous Master of Education program’s seminal course has organically grown into three different library instruction levels throughout the program: introductory (level 1), intermediate (level 2), and advanced (level 3), and a few levels for APA instruction. These days, all students start on the same level playing field by undertaking level 1 library instruction and level 1 and 2 APA Style sessions in the seminal course. They build their information literacy and citation skills throughout their program by opting for the next level when professors teaching other courses request instruction. Embedded librarian support in the classes complements the instruction.
Each semester, the librarian has adapted the instruction to cater to our graduate education student population’s learning needs, styles, and preferences, from minor tweaks to significant modifications. Feedback forms, assessment, and faculty collaboration have guided such developments. One way is developing a choice of two learning modes for each library instruction level.
Find out how the librarian gained buy-in for initiating virtual instruction, what each level looks like, the two instructional modes, and tracking and evaluating progress. Also, learn the challenges of differentiation for asynchronous coursework, the benefits, and lessons learned. Finally, hear current collaboration efforts to expand and finesse the program to be more systematic and motivating.