Incorporating Online Instruction in Academic Libraries: Getting Ahead of the Curve

Abstract

A sea change in higher education is shaping the way many libraries deliver instruction to their students and faculty. Years of technological innovation and changes in the way that people discover and use information has made online instruction an essential part of a library's teaching and learning program. In order to evaluate our library's online instruction program and to determine its future goals, we analyzed the technology, pedagogical models, organizational structures, administrative supports, and partnerships we would need in order to succeed. Our findings may be useful for libraries reassessing their own online instruction programs.

Creating Interactive Online Instruction: The McGoogan Library Experience

“…1 In order to address these issues, McGoogan librarians recreated a one-shot library instruction session into a set of interactive learning modules. This article shares the lessons learned in order to assist others considering options to increase and strengthen their own online individualized library instruction.…”

Online library tutorials in Mexican universities: presence and characteristics

“…is not only observed in university libraries in Mexico, it is a common result in the majority of studies on this topic (Anderson et al, 2008a, b;Somoza-Fernández and Abadal, 2009b). However, this characteristic has been pointed out in several articles as being of vital importance (Dewan and Steeleworthy, 2013;Mestre, 2012a;Oud, 2009), since it allows the student to put into practice his/her knowledge and skills, receive guidance, as well as control and evaluate his/her own learning.…”

“…The librarian and academic communities have great interest in online information literacy and library instruction, shown by the huge amounts of literature on the subject (Fernández-Ramos, 2016b). The majority of these studies deal with concrete initiatives in creating tutorials in some library, describing in detail the stages followed in its elaboration and the contents or software used (Noe and Bishop, 2005;Somoza-Fernández and Rodríguez-Parada, 2011); however, we may also find in the literature few articles about creation guidelines for this type of materials (Koneru, 2010;Nagra and Coiffe, 2010;Rand, 2013), review of good practices (Dewan and Steeleworthy, 2013;Hess, 2013;Maddison, 2013), comparison of different types of tutorials (Baker, 2014;Craig and Friehs, 2013;Hahn, 2012;Turner et al, 2015) or studies regarding the effectiveness of this type of instruction compared to face-to-face instruction (Hess, 2014;Mery et al, 2012;Silk et al, 2015;Zhang et al, 2007).…”

The Effect of Literacy Skills on the Critical Thinking Skills of Mathematics Education Students

“…Besides, there has been a tremendous increase in scientific research related to information literacy (Maddison, T., Doi, C., Lucky, S., & Kumaran, 2017). Much of this scientific and technical literature focuses on literacy skills of this kind (Koneru, 2010;Nagra, K. A., & Coiffe, 2010;Oud, 2009;Summey & Valenti, 2013;Turnbow & Roth, 2017), examples of particular initiatives (Clapp et al, 2013;Georgas, 2014;Holliday et al, 2006;Webb et al, 2017), reviews of best practices (Blummer & Kritskaya, 2009;Dewan & Steeleworthy, 2013;Fernández-Ramos, 2016;Munn & Small, 2017;Somoza-Fernández & Abadal, 2009), analysis of their main characteristics (Fernández-Ramos, 2016;Saunders, 2018;Somoza-Fernández & Abadal, 2009;Yang & Chou, 2014) or studies about their usefulness (Anderson & Mitchell, 2012;Fernández-Ramos, 2019;Haber & Mitchell, 2017;Schweikhard et al, 2018;Weightman et al, 2017).…”