Presentation Type

Presentation

Conference Track

Online-only Information Literacy Instruction

Description

This talk addresses how librarians at UWS embedded a customized Library DIY mini-course within a mandatory course that enrolls over 100 first-quarter students per cohort in an online master’s program. This process included: socializing the idea to program directors; gathering reference data to make a case for just-in-time instruction; identifying a program to start with; getting buy-in from key stakeholders; building and implementing the mini-course; evaluating the evidence of the impact of the mini-course on student performance, and identifying gaps for improvement in future iterations. We will also address lessons learned and next steps for the customized Library DIY model.

Learning Outcomes

  • Identifying critical steps in building an embedded mini-course for online programs from the ground up.

  • Leveraging on-the-ground reference data and stories to illustrate the gap in information literacy and research skills from where students are to where they need to be for program success.

  • Nuts and bolts aspects of the mini-course that helped us “sell” the idea to program directors and faculty.

Rights

© Copyright the author(s)

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Start Date

29-3-2019 11:15 AM

End Date

29-3-2019 12:00 PM

Persistent Identifier

https://archives.pdx.edu/ds/psu/28020

Subjects

Information literacy -- Study and teaching (Graduate), Web-based instruction -- Design, Embedded librarians

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Mar 29th, 11:15 AM Mar 29th, 12:00 PM

Library DIY: Customizing Online Information Literacy Instruction for Program Needs

This talk addresses how librarians at UWS embedded a customized Library DIY mini-course within a mandatory course that enrolls over 100 first-quarter students per cohort in an online master’s program. This process included: socializing the idea to program directors; gathering reference data to make a case for just-in-time instruction; identifying a program to start with; getting buy-in from key stakeholders; building and implementing the mini-course; evaluating the evidence of the impact of the mini-course on student performance, and identifying gaps for improvement in future iterations. We will also address lessons learned and next steps for the customized Library DIY model.