Pedagogical Evolution in the Teaching of Reference Services Enabled by the Use of 3D Immersive Virtual World Technology

Abstract

This chapter shares the development and implementation of a redesigned Information Sources and Services course and presents a case study that examines the impact of that course on student learning. The revised course applies Presence Pedagogy incorporating epistemic framing through extended role-play and the use of experienced mentors in a three-dimensional immersive virtual environment. Also examined are: changes in students’ comfort level while playing the role of reference librarian, their technology skills and confidence, similarities and dissimilarities between the game role and an imagined real-life role, students’ comfort level with the presence of a mentor, and their incorporating mentor suggestions.

The Learning Outcomes of Mentoring Library Science Students in Virtual World Reference: A Case Study

“…In 2011, shortly after ASU began offering the MLS degree online, the course Information Services and Sources was redesigned by two MLS Faculty to incorporate the application of Presence Pedagogy (P2) and to better utilize the communication and technology tools inherent in the AETZone. Many of the original activities were included, but rather than focus on specific skill sets, e.g., search skills or reference interview skills, they were re-designed to build on and interact with each other (Matzen et al, 2013). The newly designed course resulted in a re-vamped assignment called the Reference in Action (RIA) project, which merged several activities, namely, reference skills, search skills, creation of the pathfinder, and the mock reference interviews.…”

“…• reflections on having the assistance of a Belk librarian as a mentor; and • general thoughts about the experience. (Matzen et al, 2013) For three years the RIA project was incorporated into the Information Services and Sources course. The Belk Librarians participated as mentors for five semesters between 2011 and 2013.…”