Going All In:
An increasing amount of coursework, both at the secondary and postsecondary level, is being conducted online. This shift in the delivery method of education which began at the college level is now occurring throughout the K-16 continuum. Because many of the students in these classes and programs will never set foot into the host institution, this transformation has necessitated a great deal of change in all aspects of library services, including information literacy instruction. This conference program will spotlight some innovative ways that libraries are conducting and delivering instruction to this new cohort.
“Beyond the Basics: Differentiation Strategies to Enhance Online Information Literacy Instruction”
Brandon West, Online Instruction/Instructional Design Librarian, State University of New York at Oswego email@example.com
Have you been asked to provide information literacy instruction to online students and don’t know what to do? Do you want to take your library’s online instruction up a notch? The Online Instruction/Instructional Design Librarian from the State University of New York at Oswego will share differentiation strategies he has used deliver meaningful information literacy instruction to students who participate in blended and fully online courses. The session will also address some of the unforeseen challenges that can inhibit creative information literacy instruction in online environments.
“Using Video Games for Library Instruction”
Joanna Anderson, Distance Education Librarian, East Tennessee State University firstname.lastname@example.org
Keeping students interested in an online, asynchronous environment is difficult, but can be doubly difficult for librarians trying to teach library instruction. Students are quickly bored with basic information literacy modules, such as completing research assignments, not understanding real world use of the skills they may be learning. Employing the philosophy of James Paul Gee, we hope creating video games to teach library instruction will keep students engaged and teach them real world scenarios. Students will hone their research skills to complete a difficult feat. This is the beginning of what we hope will be a series of video games, with multiple levels that can be use in secondary library instruction.
“Advocating For Required/For-credit Online Research Modules”
Tahirah Akbar-Williams, Librarian for the College of Education and Information Studies, University of Maryland College Park email@example.com
This presentation will discuss the continuing need for librarians to advocate for credit bearing research modules for students and faculty. Educational trends show that colleges and universities are creating more online programs. Consequentially, professors and students want to know how to access and navigate online materials. This change in information seeking behavior illustrates the need for librarians to develop platforms/modules to help students/faculty successfully navigate online resources. Researchers want access to research support at the point of need and on their learning level. Thus, creating online research modules will satisfy this need and ensure researchers are learning proper information literacy skills. This presentation is intended to explore ways to work with faculty to implement online research modules.