Adapting the Amazing Library Race: Using problem-based learning in library orientations

Abstract

This paper describes a pilot adaptation of the Amazing Library Race (ALR), an academic library orientation designed to introduce new users to library resources and services. A total of 185 students in twelve classes participated in the pilot project, which the authors co-taught. Pedagogically, the ALR combines guided, problem-based learning concepts with key elements of gamification, including competition and reward motivation. It also addresses the learning outcomes of reducing library anxiety and providing general information about collections and services. A review of the literature used in the design of the race is included, as well as a description of the race development and the rubric-based assessment tool used to gauge its success. The pilot orientation presents a replicable model for institutions interested in creating similar library orientation sessions.

The Conception, Design, Implementation, and Assessment of Case-Based Learning in an Information Literacy Class

“…At the same time, librarians were tempted by the nature of PBL as an engaging, collaborative, constructive, exploratory, and active learning method. They introduced PBL into library orientations to offer students a relaxing and entertaining environment to reduce library anxiety (Angell & Boss, 2016), or modified PBL into one-shot information literacy instructions with the understanding of its complexity and limitations (Kenney, 2008;Munro, 2006;Stevens & Teiman, 2017).…”

Breaking out to break through: re-imagining first-year orientations

“…Although the instructional applications of predominantly digital games appear to be endless, there is also an abundance of literature that examines how librarians have used predominantly non-digital games as a way to reach students through gamified orientation sessions. Instruction librarians at Long Island University Brooklyn developed the Amazing Library Race game with the dual objectives of orienting students to the physical and digital library spaces as well as laying the foundation for future information literacy instruction (Angell and Boss, 2016). Originally conceptualized by librarians at the University of Arizona in 2006, students team up in this game to complete active learning tasks all throughout the library in three total “legs” of the race (Angell and Boss, 2016).…”

“…Instruction librarians at Long Island University Brooklyn developed the Amazing Library Race game with the dual objectives of orienting students to the physical and digital library spaces as well as laying the foundation for future information literacy instruction (Angell and Boss, 2016). Originally conceptualized by librarians at the University of Arizona in 2006, students team up in this game to complete active learning tasks all throughout the library in three total “legs” of the race (Angell and Boss, 2016).…”

Sharing the value and impact of outreach: Taking a multifaceted approach to outreach assessment

“…al, 2003;McCullough, 2015). Similarly, librarians report observing participants and collecting anecdotal feedback as a means of outreach assessment (Angell & Boss, 2016;Vanden Elzen & Roush, 2013).…”