Type of Presentation
Panel
Conference Strand
Outreach and Partnership
Target Audience
Higher Education
Location
Session 1
Relevance
This proposal focuses on one's university's partnership between faculty and librarians and how they approach hyflex teaching of information literacy skills to first-year undergraduate students, specifically analyzing and evaluating primary sources.
Proposal
Teaching first-year university students to engage with and analyze primary sources can offer a number of significant challenges, including the need to protect fragile physical items in library collections and the prevalence of historical sources centering white hegemony. Add in the need for the information literacy instruction to be scalable for large groups, plus available synchronously and asynchronously, and designing a meaningful learning experience becomes exponentially more difficult.
Yet a fruitful partnership between a team of librarians and the faculty of an undergraduate writing program allowed for an innovative and hyflex approach to primary source instruction. Through the use of digital surrogates and the careful selection of primary sources that highlighted the experiences of marginalized groups, librarians managed to overcome some of the unique challenges of teaching primary source evaluation. Coupled with iterative instructional design and thoughtful use of instructional technologies, librarians were able to create large-scale primary source instruction for multiple modalities; firstly, for in-person workshops, and then for synchronous online (Zoom) workshops and asynchronous online tutorials as COVID-19 increased the need for fully-remote and hybrid learning options.
In this presentation, participants will learn how a team of academic librarians partnered with a first-year writing program to provide primary source information literacy instruction designed for hybrid spaces. Participants will engage in break-out group discussions and question-and-answer activities to explore ideas introduced in the presentation.
Short Description
Teaching first-year university students to analyze primary sources can be challenging. Add in the need for the instruction to be scalable for large classes, plus available synchronously and asynchronously, and designing meaningful learning experiences becomes exponentially harder. See how librarians partnered with faculty to create large-scale hyflex instruction which allowed first-year writing students to engage with primary sources that highlighted the experiences of marginalized groups.
Keywords
primary sources, digital surrogates, hybrid learning, hyflex, scalable instruction, online tutorial, first-year students, undergraduate writing programs, information literacy, library instruction, instructional design
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Goldman, Crystal; Roth, Amanda; Turnbow, Dominique; and Chu, Timothy, "Hyflex Primary Source Instruction for First-Year Writing Students" (2022). Georgia International Conference on Information Literacy. 3.
https://digitalcommons.georgiasouthern.edu/gaintlit/2022/2022/3
Hyflex Primary Source Instruction for First-Year Writing Students
Session 1
Teaching first-year university students to engage with and analyze primary sources can offer a number of significant challenges, including the need to protect fragile physical items in library collections and the prevalence of historical sources centering white hegemony. Add in the need for the information literacy instruction to be scalable for large groups, plus available synchronously and asynchronously, and designing a meaningful learning experience becomes exponentially more difficult.
Yet a fruitful partnership between a team of librarians and the faculty of an undergraduate writing program allowed for an innovative and hyflex approach to primary source instruction. Through the use of digital surrogates and the careful selection of primary sources that highlighted the experiences of marginalized groups, librarians managed to overcome some of the unique challenges of teaching primary source evaluation. Coupled with iterative instructional design and thoughtful use of instructional technologies, librarians were able to create large-scale primary source instruction for multiple modalities; firstly, for in-person workshops, and then for synchronous online (Zoom) workshops and asynchronous online tutorials as COVID-19 increased the need for fully-remote and hybrid learning options.
In this presentation, participants will learn how a team of academic librarians partnered with a first-year writing program to provide primary source information literacy instruction designed for hybrid spaces. Participants will engage in break-out group discussions and question-and-answer activities to explore ideas introduced in the presentation.
