Reference Services: Meeting the Needs of International Adult Learners

Summary

International adult learners constitute a very large percentage of the international student and scholar population in the United States. The ability of this adult group to use libraries is hampered not only by their language, cultural and educational barriers, but also by librarians' limited understanding of their differences in learning styles. The relationship between learning styles and the methods of instructing them in library use is addressed in this paper. Recommendations for training and instruction of librarians on meeting the needs of this culturally diverse group are also provided.     

Innovative Instructional Methods

SUMMARY

Academic law librarians must teach law students the legal-research skills they will need both now and in the future. Furthermore, legal-research instruction should be consistent with a variety of learning styles in order to help all students learn more effectively and efficiently. This article discusses methods and tools that can be used to engage different learning styles, extend the learning environment beyond the classroom without unduly burdening the professor or student, and help students transfer what they learn to future legal research situations.     

A Journey Worth Taking: Exploring a Hybrid Embedded Library Instruction Model Through Three Distinct Cases

ABSTRACT

To facilitate systematic learning and to complement the limitations of conventional one-shot library instruction sessions, a hybrid embedded instruction model was designed and implemented for undergraduate students and residents in three disciplines at the University of Oklahoma Health Sciences Center. Variations of hybrid instruction are explored, including models that combine face-to-face interactions, online content delivery, flipped instruction techniques, and individual consultations. The hybrid model highlights benefits of collaborative teaching between course faculty members and librarians and enhances the relevance of library instruction for users.     

A Kaleidoscope of Learning Styles

Abstract

Our library intends to create a tutorial to assist students in library research. In preparation, we need to understand the diverse learning needs of students. Some students seem to thrive in the online environment while others feel at a loss. A review of learning styles literature reveals that many adult learners require personalized, interactive learning environments. The author reviewed library tutorials to identify models of library instruction that meet the needs of such students. This paper serves as background and literature review for an interactive workshop on learning styles and the Internet, which was presented at the conference.     

No assignment? Just flip it: The flipped classroom in first-year library instruction

Abstract

Receiving library instruction is essential for first-year students. In many colleges and universities, students enroll in an orientation-type class and receive library instruction. However, at William Paterson University, students taking this class do not have a research-based assignment – a challenge for librarians in making the content meaningful to students. To remedy this situation, the librarians implemented the flipped classroom in which students watched instructional videos prior to their library class and participated in active learning activities in class. This method proved to be an engaging way for students to learn information literacy skills, even in the absence of a graded research assignment.     

Utilizing WebQuests for Information Literacy Instruction in Distance Education

ABSTRACT

The increasing use of problem-based learning in higher education affords librarians new avenues for promoting the development of information literacy skills among students. Information literacy instruction supports problem-based learning activities by providing students with skills to locate relevant resources for developing solutions to these exercises. The author created three WebQuests (together with tutorials) aimed at promoting faculty-librarian partnerships to deliver information literacy instruction through a problem-based learning approach in the context of course work in a distance learning environment. These problem-based learning WebQuests can be adapted to various disciplines as well as to traditional learning environments. Lastly, these WebQuests promote the development of information literacy skills in students as well as increase their exposure to problem-based learning. doi:10.1300/J106v14n03_03     

Matching Up Learning Styles with Learning Objects: What's Effective?

ABSTRACT

Online instruction is quite prevalent on campuses and within libraries. Librarians are engaged in the creation of learning objects that can either be linked to or embedded within course-management systems. But are those instructional tools designed to best accommodate diverse learners or are they constructed to reflect the teaching and learning style of the designer? Results from a study (a survey of librarians, student usability studies, and interviews) document both considerations made in the creation of learning objects, and the effectiveness of learning objects from students’ perspectives. The findings may be useful for future modifications of these tools (e.g., tutorials, videos, podcasts, and PowerPoints).     

Graduate student confidence following a for-credit systematic review course pilot

Background:In 2015, librarians at Purdue University began fielding requests from many disciplines to consult or collaborate on systematic review projects, and in 2016, health sciences librarians led the launch of a formal systematic review service. In 2019, Purdue University Libraries was reorganized as the Libraries and School of Information Studies (PULSIS) and assigned its own course designation, ILS. The increase in calls for systematic review services and the ability to teach ILS courses inspired the development of a credit-bearing ILS systematic review course.Case presentation:We designed, taught, and assessed a one-credit systematic review course for graduate students, using a backward-design course development model and applying self-determination theoretical concepts into lessons, assignments, and assessments. Using qualitative pre- and post-assessments, we discovered a variety of themes around student motivations, expectations, and preferences for the course. In quantitative post-class assessments, students reported improved confidence in all systematic review processes, with the highest confidence in their ability to choose and use citation management managers, describe the steps in the systematic review process, and understand the importance of a reproducible and systematic search strategy.Conclusions:We considered our pilot a success. Next steps include testing 2- and 3-credit- hour models and working to formally integrate the course into departmental and certificate curriculums. This case report provides a model for course design principles, learning outcomes, and assessments that librarians and library administrators can use to adjust their systematic review services.     

Enhancing Library Instruction to Undergraduates: Incorporating Online Tutorials into the Curriculum

ABSTRACT

Librarians can replace or supplement traditional in-class instruction with course-specific online tutorials. The literature demonstrates how tutorials customized for specific courses are more beneficial than tutorials on basic research skills. Many authors discuss creating online tutorials but do not design one devoted to a specific course. With increasing demand for instruction services, online tutorials can ease staffing concerns prevalent at many libraries and otherwise enhance the quality of instruction and its application to varied learning styles. Using the Blackboard course management system, the authors created an online tutorial tailored to the required World Civilizations course at the University at Buffalo. The tutorial incorporated elements of successful online tutorials described in the literature: clear terminology, a quiz for self-assessment, opportunities for active learning, and individual e-mail feedback between students and librarians, and applied them to a specific course. The authors discuss student and librarian reaction to the tutorial and make recommendations for how the tutorial can be improved and implemented in everyday instruction services.     

Using Blackboard in Library Instruction: Addressing the Learning Styles of Generations X and Y

Studies show that recent generations of college students have a learning style with identifiable characteristics. Library instruction efforts must adapt to these learning styles. Course management software (CMS), such as Blackboard, is one resource available to academic librarians to meet the challenges posed by the "Net Generation." At Stetson University, the use of Blackboard courseware in library instruction sessions successfully addressed the unique learning styles of students.     

Focus on the facts: A news and information literacy instructional program

ABSTRACT

This article provides an overview of the “fake news” issue and places it in the context of information literacy instruction for college students. In 2017, the faculty librarians at a large state college in Florida developed a news literacy instruction program that included instructional faculty outreach, lesson plans for one-shot information literacy instruction sessions, lessons assignments for one-credit information literacy classes, and learning objects in a LibGuide that can be used by students or embedded by faculty into courses across the disciplines.     

Modified Problem-Based Library Instruction

ABSTRACT

Despite the known advantages of active learning, many librarians still favor lecture-style instruction that doesn't engage students in classroom learning activities. This method draws on principles of problem-based learning (PBL) to provide a simple, reusable, and scalable plan for teaching activity-based library researc     

Retooling Library Services for Online Students in Tough Economic Times

ABSTRACT

At a time in our economy when library budgets are strained and staffing is under the microscope, librarians need to reassess and retool their library services for online students to provide quality, depth, and community without causing meltdown. The authors analyze some of the retooling undergone at their library to meet the shifting demographics of students who in 10 years have grown from 1,000 online students to 14,500 and increased to 65% of the students now taking online classes. To meet this challenge, the library centralized library services by closing the regional Library Information Centers and established a Multimedia Department focused on developing tutorials and online training materials, established an outreach librarian position, and worked with reference and instruction librarians to expand their roles as liaisons to the various academic programs. The library is learning to work smarter, not necessarily harder, and much leaner.     

Using ILIAC to Systematically Plan and Implement a Library Information Literacy Assessment Program for Freshman Classes

In order to prepare for the 2013 SACS reaffirmation, the Joyner Library instruction librarians developed a systematic assessment program using Oakleaf's Information Literacy Instruction Assessment Cycle (ILIAC) to plan for instruction, assess student learning and improve future student learning by reviewing data and enacting changes. The paper outlines the systematic development, implementation, assessment, and improvement of an information literacy instruction assessment program for freshman classes over a three-year period from 2008 to 2011. It also analyzes student learning outcomes assessment data from 1,956 freshman students using quizzes and formative assessment during the 2010–11 school year.     

On the Fly BI

Abstract

Today's reference librarians are constantly faced with the challenge of orienting users to the complex, ever changing world of the electronic library. A well-structured library instruction program is one important approach to the overall goal of educating users. But library instruction sessions cannot and do not reach all students. Studies indicate that students are most receptive to learning research techniques at the point of need, which most often occurs at the reference desk. Although many reference librarians are committed to “teaching students to fish,” they are frequently faced with students whose research needs require in-depth lessons that exceed the time available for most reference desk transactions. This paper offers a way to close the gap by providing a set of techniques and strategies, utilizing behaviors and props, which can be used in those short, one-on-one instruction-based situations.     

Teaching Information Literacy Courses in The Context of Library and Information Science Education in Bulgaria: Challenges and Innovative Approaches

ABSTRACT

The article examines the application of innovative approaches in the information literacy training of library and information science students in Bulgaria. The change of the educational paradigm in the field is presented based on recent developments in one of the oldest Bulgarian institutions that prepares librarians and information specialists—the State University of Library Studies and Information Technologies. The active learning strategies suitable for information literacy skills development courses are studied by the use of three methods: “learning by doing,” “interaction in the learning group,” “learning by trial and error” within the practical training of students. The prospects for transforming information literacy instruction through the elaboration of digital educational games and a game-based learning model in the frame of the international project tiLIT are also outlined.     

Flash-Authoring Tools

Abstract

Library projects to develop online instructional media can strain budgets and resources for technical expertise. New Flash-authoring tools may provide an inexpensive, easy-to-use, and quick alternative for librarians. The University Library at Cleveland State used a Flash-authoring tool to create a series of Web-based learning modules to deliver library instruction to undergraduate students. An overview of the technology, leading products, and Cleveland State's project, along with practical considerations for librarians is included.     

Understanding millennial learning in academic libraries: Learning styles,emerging technologies,and the efficacy of information literacy instruction

Abstract

Millennials, or Generation Y learners, are one of the largest constituencies academic libraries serve today. Understanding how and why these technology-savvy students learn increases the efficacy of information literacy instruction and ensures that libraries remain relevant in the digital age. This article addresses the complexity of the millennial learning phenomenon and its implications for instructional design and teaching in physical and virtual library environments. To situate millennial learning in the context of academic library instruction, this paper takes a large-scale, holistic approach that includes consideration of millennials’ learning styles, emerging technologies, and a multitude of other issues affecting Generation Y learning.     

Instructional Responses to the Presence and Potential of Diversity:

The convergence of the information revolution and the twentieth century social revolution challenges the adequacy of bibliographic instruction efforts to date. Library users' diverse life situations-by choice or circumstances-and ensuing information needs are linked to recent findings on learning style preferences. By focusing on the ingredients necessary for contextually sensitive instructional experiences, librarians can develop styles and appraoches which create learning environments supportive of collaborative inquiry among diverse information seekers.     

Toward a Kairos of Library Instruction

Information literacy instruction in libraries is organized by the ACRL Information Literacy Competency Standards. Currently under revision, these Standards define a set of external, abstract learning objectives that have been productive of a teaching role for librarians. Simultaneously, the Standards have generated a substantial critical literature that contests the objectives as a “Procrustean bed” that distracts from the particular teaching and learning contexts. This paper offers an alternative organizing heuristic for instruction in libraries. Kairos is an ancient Greek theory of time married to measure. Used by both Plato and the Sophists to understand the emergence of truth from context, kairos has been deployed by composition studies to gain a critical perspective on teaching student writing. Used to understand the context that generated both the first set of Standards and their revision, kairos can usefully direct the energy of teaching librarians toward their particular students and classrooms.