PurposeThis paper aims to describe the library instructional program that has been developed at the Z. Smith Reynolds Library at Wake Forest University to teach information literacy skills to elementary and high school students attending academic summer programs.Design/methodology/approachHistorical development of the instructional program is discussed and analyzed. This paper reflects on the importance of students who participate in summer programs having access to library resources including an orientation to the library.FindingsThe academic librarian is a prime player in reaching out to university staff responsible for coordinating summer enrichment programs on a college campus. The paper highlights the successes and lessons learned in coordinating instructional activities for elementary and high‐school students involved in summer camps and explores the benefits of these programs for students and librarians.Practical implicationsTeaching elementary and high school students how to conduct research in an academic library can be challenging. This paper serves as a guide to offer suggestions to other librarians interested in implementing programs and services for students enrolled in summer programs.Originality/valueAcademic libraries will find value in this paper's discussion on how to build effective partnerships with campus personnel to promote information literacy for school students who are involved in summer enrichment programs.
The most pressing problems across the globe-famines, armed conflicts, demographic transitions-are the result of dynamic biophysical, social, and psychological processes. Solving such problems requires an educational system that encourages students to be adaptive learners who can anticipate disruptions and envision their solutions and attendant opportunities at multiple scales, from the local to the geoAbstract Summer enrichment programs sponsored by higher education institutions offer high school students opportunities to participate in a wide variety of academic learning activities. Designed to inspire scholarly curiosity and civic engagement, Wake Forest University hosted the LENS (Learn, Explore, Navigate, Solve) program during the summers of 2010 and 2011. In a three-week period, students were challenged to achieve a basic understanding of the ecological, social, and economic dimensions of sustainability and use that knowledge to complete a collaborative project and compose individual community action proposals. What follows is a report on the pedagogical strategies that a team of faculty from the departments of Religion/Environmental Studies, English, and the Z. Smith Reynolds Library adopted to integrate the academic and experiential modes of learning and foster a sense of civic engagement in the students. It illustrates how faculty can take the lead in developing innovative summer outreach programs for precollege students.
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