This practical and holistic approach to offering library resources and services to online patrons addresses multiple areas of service to online patrons, including reference, instruction, access, and ...marketing.- Provides novel services and resources that will save librarians already serving online patrons time and energy- Offers a broad, practical perspective to help novice librarians make initial connections with online learners- Emphasizes the importance of identifying other institutional players in online education in order to effectively implement and market improvements- Enhances understanding of the importance of universal design and how to assess possibilities for improvement in their online services
This study examines the impact of using virtual reality for library orientation for first-year university students during the COVID-19 pandemic. The application was developed based on the concept of ...a digital twin of a physical library. To assess our application, we conducted a comparative experiment with a control group (video guide) and an experimental group (VR guide) of students using situational interest questionnaires, namely pre- and post-tests of knowledge in the form of a library orientation questionnaire and a semi-structured interview. The results showed that virtual reality can increase situational interest in the sub-dimensions of “instant enjoyment”, “novelty”, and “challenge”, but not knowledge acquisition in library orientation. In addition, the qualitative data analysis concludes that virtual reality is unsuitable for the main library orientation program for a large group but is suitable as a supporting tool for library orientation.
Emerging Strategies for Supporting Student Learning provides a straightforward and accessible guide to the latest learning and teaching practices appropriate for use with higher education students.
True learning happens when we try new things - when we practice something, see how it goes, and then try it again. Pedagogical practices that encourage metacognition and active reflection are built ...on this premise. But these practices take time, and university instructors are pressured to cover as much content as possible in a term. Practice also feels like a luxury to students who receive few opportunities for evaluative feedback, and who don't want to sacrifice a good grade for the sake of trying something new. As a result, learners tend to play it safe. But when the skills of metacognition are presented through the lens of play, which encourages and builds in room for graceful failure, learners become more open to reflective practices and experimentation. In a term-long course for undergraduates entitled 'Learning Through Play', I introduce learners to an information literacy-based research process while using the language and theories of play. Learners ultimately build their own game, but along the way, they practice key elements of the research process: exploring and researching a topic from multiple angles; reading the scholarly literature in a scaffolded manner; and using relevant background information to create something new. I lead class-wide games to help reinforce these topics, and students adapt and lead games in small groups to practice experimentation and cooperation. In this article, I share my course design, the theories underpinning this approach to learning, and suggestions for others who might want to teach a similar course.
Keep it Light Maha Kumaran; Tasha Maddison
The journal of scholarship of teaching and learning,
06/2022, Letnik:
22, Številka:
2
Journal Article
Recenzirano
Odprti dostop
For the most part, information landscapes such as libraries are structured, organized, created, and used by the dominant groups. These spaces may be unfamiliar territory for many students. Humour ...used in library orientation elicits enjoyment and helps to connect librarians and students. Low and high inference humour used during orientation can help connect students new to those landscapes with information and to librarians. Appropriate use of instructional humour in orientations can reduce students’ anxiety about using the library, especially when they need help from library staff. This reflective write up on using humour in library orientations, is to demonstrate how we used humour to create a comfortable learning environment, to encourage students to visit the library, to improve (hopefully!) recall and retention of course content, and enable positive associations with library resources or the librarian. There are challenges with humour when the classroom is diverse or if humour is used negatively. Care should be given to use humour to support course content.
On March 16, 2020, the majority of the Santa Clara University community moved to remote work due to the COVID-19 pandemic. All in-person work and activity were suspended and moved to an online ...format. During this time, open positions were frozen, budgets were cut, and the future seemed to change every other day. Marked with uncertainty, the University Library’s Marketing and Events Committee embarked on a journey to transition its annual in-person Welcome Fest to an online event. This article describes the Marketing and Events Committee’s marketing campaign, implementation, and outcomes of the University Library’s first Virtual Welcome Fest. Future considerations include strategic collaboration with instructional librarians, feedback as an option for participants, and a hybrid format for orientation.
When in-person instruction was taken off the table, a new virtual orientation to the library was needed. Striving to create a balance of informational and engaging content, this article describes the ...thought- and creation-process behind a choose-your-own-library-adventure game built with the online tool Twine, and includes feedback and revisions made based on the Fall 2020 semester.
Health sciences librarians may find it difficult to meet demands for in-person or online synchronous library orientations for various reasons, including short-staffing of librarians, expansion of ...online programs, and temporary campus closures caused by emergencies, such as the COVID-19 pandemic. The authors discuss the development, implementation, and assessment of an asynchronous online orientation tutorial created for use across various health sciences degree, certificate, and training programs. The tutorial can either replace or supplement synchronous orientations, and the original tutorial can be copied and customized for specific programs.
"In their earlier book Metaliteracy, the authors offered an original framework for engaging learners as reflective and collaborative participants in today's complex information environments. Now, ...they move that comprehensive structure for information literacy firmly into real-world practice, highlighting the groundbreaking work of librarians and faculty who are already applying the metaliteracy model in distinctive teaching and learning settings. Representing multiple disciplines from a range of educational institutions, this book explores: relationships among metaliteracy, digital literacy, and multimodal literacy incorporating the ACRL Framework for Information Literacy for Higher Education the metaliteracy model and emerging technologies flexible course design and social media students as creators of information application of metaliteracy in specialized environments, such as nursing education metaliteracy and institutional repositories LibGuides as a student information creation tool the metacognitive dimension of research-based learning metaliteracy as empowerment in undergraduate learning outcomes agency and the metaliterate learner and metaliteracy, agency, and praxis. The case studies presented in this valuable resource demonstrate how librarians and educators can help students effectively communicate, create, and share information in today's participatory digital environments"--Publisher's website.
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