A Pilot Approach for Integrating Librarians and Learning Objects into a Multi-Section First Year Seminar
Type of Presentation
Individual paper/presentation
Target Audience
Higher Education
Location
Session Five Breakouts
Proposal
At a mid-sized university, librarians who support a multi-section First Year Seminar course had to adapt their instruction to an online asynchronous format. The Library has successfully collaborated with the First Year Seminar course for years. This year, due to the pandemic the modality for the library instruction was changed to an online asynchronous format. In making the decision to move to this format many factors were taken into consideration, including the ability to integrate the instruction directly into the LMS. The library created a new lesson that was integrated into each section’s course shell in the LMS. Each librarian was then given instructor status in each section in order to access the content and interact with the students during the designated “library week”. At semester’s end, the librarians debriefed and shared their individual experiences with their assigned sections, along with anonymous feedback provided by the First Year Seminar instructors. This presentation will discuss the lessons learned and future plans for having a librarian presence in this program, whether synchronous or asynchronous. Participants will be invited to share their experiences providing instruction for First Year Seminars or similar programmatic instruction.
Short Description
Two librarians at a mid-sized university will discuss their experiences in adapting previously synchronous library instruction for a multi-section First Year Seminar into a LMS-integrated asynchronous approach. This program will include a description of previous efforts with this first year seminar program and subsequent changes forced by the pandemic. Discussion will include how this pilot project went, including lessons learned and future plans for having a librarian presence in this program, whether synchronous or asynchronous.
Keywords
Active learning, Information literacy, Scalability, Collaborative instruction, Embedded librarians, Learning Objects, First-year Seminar, LMS-Integrated instruction
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Hansen, Mary Anne and Bradley, Star, "A Pilot Approach for Integrating Librarians and Learning Objects into a Multi-Section First Year Seminar" (2021). Georgia International Conference on Information Literacy. 27.
https://digitalcommons.georgiasouthern.edu/gaintlit/2021/2021/27
A Pilot Approach for Integrating Librarians and Learning Objects into a Multi-Section First Year Seminar
Session Five Breakouts
At a mid-sized university, librarians who support a multi-section First Year Seminar course had to adapt their instruction to an online asynchronous format. The Library has successfully collaborated with the First Year Seminar course for years. This year, due to the pandemic the modality for the library instruction was changed to an online asynchronous format. In making the decision to move to this format many factors were taken into consideration, including the ability to integrate the instruction directly into the LMS. The library created a new lesson that was integrated into each section’s course shell in the LMS. Each librarian was then given instructor status in each section in order to access the content and interact with the students during the designated “library week”. At semester’s end, the librarians debriefed and shared their individual experiences with their assigned sections, along with anonymous feedback provided by the First Year Seminar instructors. This presentation will discuss the lessons learned and future plans for having a librarian presence in this program, whether synchronous or asynchronous. Participants will be invited to share their experiences providing instruction for First Year Seminars or similar programmatic instruction.