A Journey Worth Taking: Exploring a Hybrid Embedded Library Instruction Model Through Three Distinct Cases

Abstract

To facilitate systematic learning and to complement the limitations of conventional one-shot library instruction sessions, a hybrid embedded instruction model was designed and implemented for undergraduate students and residents in three disciplines at the University of Oklahoma Health Sciences Center. Variations of hybrid instruction are explored, including models that combine face-to-face interactions, online content delivery, flipped instruction techniques, and individual consultations. The hybrid model highlights benefits of collaborative teaching between course faculty members and librarians and enhances the relevance of library instruction for users.

Fostering UDL-informed library instruction practices developed from the COVID-19 pandemic

“…Much like in-person library instruction, hybrid will be most beneficial when it is scaffolded throughout the curriculum in multiple classes. If a faculty member and librarian do not collaborate on when specific lessons or assignments are placed in a course, and do not support their role in hybrid implementation, then the benefits of hybrid learning may not be felt (Clifton and Jo, 2016).…”

“…These classes usually include a demonstration from a librarian on how to utilize library databases and conclude with individual “research time” (Cook, 2022). While it is helpful to provide students a time and place to focus on their research assignments, these one-shots “may not reflect a learner-centered approach” (Clifton and Jo, 2016, p. 306) to IL. Engaging with IL takes time, and the one-shot format does not always lend itself to thoughtful interactions and engagement (Walker and Pearce, 2014).…”

“…There is not one specific definition of hybrid instruction as many are used interchangeably (Walker, 2022), but in essence, a hybrid instructional model “combine[s] embedded librarianship with other approaches including one-shot, face-to-face instruction, series of instructional sessions, and online instruction” (Clifton and Jo, 2016, p. 306). One key aspect of the hybrid model is flexibility and choice, which is developed through the utilization of multiple course delivery combinations.…”

Academic Dental Librarianship in Canada: Taking Stock, Planning the Future

“…Other modes of information literacy instruction reported in dental libraries include regular drop-in sessions set in an informal environment and tailored to the participant's needs [16]. A range of hybrid models may also be used, such as the flipped instruction techniques reported by Clifton and Jo, where periodontics residents reviewed online content prior to a series of six 1-hour face-to-face sessions [17].…”