Course-Embedded Library Instructions in Academic Learning Environments

Type of Presentation

Individual paper/presentation

Conference Strand

Outreach and Partnership

Target Audience

Higher Education

Second Target Audience

Other

Academic administrators, faculty, librarians, school media specialists, and other professionals who would like to promote information literacy education in dynamic and interactive academic learning environments.

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Location

Session 6 Papers

Relevance

This presentation introduces the practice of promoting course-embedded library instruction at Georgia Southern University Libraries. This presentation covers the general workflow of designing and developing course-embedded library instructions, including user demands and requirements, common information resources and tools selected, as well as instruction evaluations. Also discussed are challenges and opportunities of reaching faculty and students outside academic library buildings.

Proposal

Since 2020, the breakout of the global Covid-19 pandemic has severely impacted academic learning environments across the world. In front of Omicron and other Coronavirus variants, many academic libraries worldwide are seeking innovative ways to promote excellence in teaching, learning, and research inside and outside of academic libraries. Based on the ACRL’s Framework for Information Literacy for Higher Education, this presentation introduces practical approaches for promoting course-embedded library information literacy instructions at Georgia Southern University Libraries.

If approved, the proposed presentation will cover the following contents:

  • Introduction
  • What is Course-Embedded Library Instruction?
    1. Definition: Course-Embedded Library Instruction?
    2. Difference between Course-Embedded Library Instruction and General Information Literacy Instruction
  • Course-Embedded Library Instruction Design
    1. Workflow of Course-Embedded Library Instruction
    2. Key Points: User Demands and Requirements
    3. Common Information Resources and Tools Selected
  • Assessments and Evaluations
    1. Library Assessment and Evaluations
    2. Online Form for Requesting Library Instructions
  • Challenges and Opportunities
  • Summary

Target attendees will include academic administrators, faculty, librarians, school media specialists, and other professionals who would like to promote information literacy education in dynamic and interactive academic learning environments.

Short Description

With a librarian’s personal experience in the real world, this presentation discusses key issues of promoting course-embedded library information, including workflow of a course design, instruction assessment, library outreach, etc., beyond Georgia Southern University Libraries.

Keywords

Academic libraries, Course-embedded library instructions, Information literacy

Publication Type and Release Option

Presentation (Open Access)

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Mar 30th, 3:00 PM Mar 30th, 3:30 PM

Course-Embedded Library Instructions in Academic Learning Environments

Session 6 Papers

Since 2020, the breakout of the global Covid-19 pandemic has severely impacted academic learning environments across the world. In front of Omicron and other Coronavirus variants, many academic libraries worldwide are seeking innovative ways to promote excellence in teaching, learning, and research inside and outside of academic libraries. Based on the ACRL’s Framework for Information Literacy for Higher Education, this presentation introduces practical approaches for promoting course-embedded library information literacy instructions at Georgia Southern University Libraries.

If approved, the proposed presentation will cover the following contents:

  • Introduction
  • What is Course-Embedded Library Instruction?
    1. Definition: Course-Embedded Library Instruction?
    2. Difference between Course-Embedded Library Instruction and General Information Literacy Instruction
  • Course-Embedded Library Instruction Design
    1. Workflow of Course-Embedded Library Instruction
    2. Key Points: User Demands and Requirements
    3. Common Information Resources and Tools Selected
  • Assessments and Evaluations
    1. Library Assessment and Evaluations
    2. Online Form for Requesting Library Instructions
  • Challenges and Opportunities
  • Summary

Target attendees will include academic administrators, faculty, librarians, school media specialists, and other professionals who would like to promote information literacy education in dynamic and interactive academic learning environments.