Category Archives: Peer-Reviewed Article

A Learning Experience Design: Augmented Reality & Library Orientation

Peer-Reviewed Article, , , ,

by Anjum Najmi PhD, MLS
Assistant Professor
Department of Higher Education and Learning Technologies
Texas A&M University, Commerce

Abstract

Librarians have engaged students in creative ways to orient them to library programs and services. Outreach is best undertaken when students arrive on campus for their first year. Augmented reality (AR) allows real and virtual objects to co-exist and interact with in real time. It permits users to view the real world through a virtual overlay. This pilot study looks at the potential of using Augmented Reality (AR) to engage students and present targeted information about the library and its resources. It will look at the effectiveness of instruction, learning outcomes, challenges, and the future potential of using such methods to promote learning. The goal to provide a practical approach for librarian practitioners that they may apply to future instructional sessions.

Keywords: learning experience design, augmented reality, library orientation, socio-cultural learning, participatory learning
Continue reading A Learning Experience Design: Augmented Reality & Library Orientation →

My Journey into Librarianship: Career Mobility and Mentorship in an Academic Library

Peer-Reviewed Article, , , , ,

By Jennifer Olguin
New Mexico State University
Rio Grande Historical Collections Archivist
New Mexico State University Library Archives & Special Collections

Abstract

It is critical to understand the external and internal motivating factors that lead prospective library professionals into the field. This experience-based piece reflects on my journey into librarianship and explores how mentorship plays a pivotal role in recruiting and retaining prospective librarians. This personal narrative presents experiences at a doctoral granting state university transitioning from work-study student to a tenure-track faculty role. This article highlights the importance of mentorship within the academic profession as novices learn the ins and outs of librarianship and build toward a future career. Current librarians could use this insight as motivation to provide mentorship to assist in developing future library professionals and provide support for those eager for a career in the field.

Keywords: Career mobility, Mentorship, New librarians, Academic librarianship, BIPOC in LIS, Tenure-track faculty
Continue reading My Journey into Librarianship: Career Mobility and Mentorship in an Academic Library →

Experiments towards a Pedagogy of Creativity and Learning in the Library

Peer-Reviewed Article, , , , , , ,

by Amos Blanton, MA EdS.
Aarhus University

Abstract

This describes a case study of efforts to create the conditions for library educators to engage in a dialog between theory and practice intended to enable them to eventually develop a pedagogy of creativity and hands-on learning for the library. Over 14 months of biweekly meetings, 5 librarian educators led by the author studied constructionist learning theory and a method of doing practice based research from the pedagogy known as the Reggio Emilia approach, and ran two hands-on workshops for adults and children. Documentation from those workshops is included as well as an analysis of the challenges that became evident during the process. Implications for libraries as non-formal learning institutions are discussed.
Continue reading Experiments towards a Pedagogy of Creativity and Learning in the Library →

Microdosing Information Literacy: Embedding Information Literacy to Improve Research Skills

Peer-Reviewed Article, , ,

Alison Downey, Assistant Professor of LIbrary Science at Valparaiso University
Holly Cross, Assistant Professor of Psychology at Valparaiso University
Abbie Thompson, Assistant Professor of Psychology at Valparaiso University

Abstract

In the summer of 2022, a librarian and 2 psychology faculty at Valparaiso University, a small liberal arts college, created a hybrid embedded IL intervention for introductory psychology courses to cover a broad range of research skills while limiting alterations to the existing course schedule. This model supports the Association of College and Research Libraries’ (ACRL) Framework for Information Literacy in Higher Education with extensive collaboration between librarians and subject faculty. The goal of this initiative was to develop a curriculum, covering multiple facets of IL, that could be integrated into any current introductory psychology class without significant alterations to class content while expanding beyond the traditional one-shot model, in addition to,increasing students’ IL proficiencies. The IL intervention included: a set of online micro lessons, a classroom activity addressing authority and evaluation of potential misinformation, and a scaffolded semester-long project on gathering, evaluating and disseminating psychological research. Though content creation and collaboration required more time and effort at the beginning of the initiative, the outcome can be used in future semesters with few modifications. At both the start and completion of the semester, the control courses, and the 2 embedded IL courses, were administered self-assessment surveys and objective, quantitative post-test of IL knowledge and skills. Results from the pilot semester indicated that students participating in the intervention felt more confident in their research abilities, understanding of IL, and comfort working with the psychology librarian. This article will review the intervention and curriculum that was developed, feedback from students, address pitfalls and hurdles of integrating IL, and share lessons learned on how this model can be integrated in introductory psychology courses at other universities.

Continue reading Microdosing Information Literacy: Embedding Information Literacy to Improve Research Skills →

Together in the Same (Zoom) Room: Building Campus Community Around First-Year Writing and Information Literacy Through a Collaborative Online Forum

Peer-Reviewed Article,

By Carl Hess
First Year Experience Librarian
Assistant Professor
University of Memphis

Ashley Roach-Freiman
Library Instruction Curriculum Coordinator
Assistant Librarian
University of Memphis

Abstract

Collaboration between academic libraries and multiple academic and non-academic campus units can be complex—even when different units are all working to solve similar issues, such as supporting the first-year writer. Breaking down the silos inherent to higher education institutions is essential to providing students with the support they need. This paper describes how one academic library sought to improve connections with multiple campus units to support first-year student writing and research skills during the COVID-19 pandemic through an online roundtable designed to brainstorm relevant collaborative projects. The authors share details on the creation of the roundtable, how participants felt about the nature of the collaboration through a feedback survey, and ongoing progress on the projects that were developed as a result of the event.

Continue reading Together in the Same (Zoom) Room: Building Campus Community Around First-Year Writing and Information Literacy Through a Collaborative Online Forum →