A STEM e-class in action: A case study for asynchronous one-shot library instruction

Tomaszewski, Robert

doi:10.1016/j.acalib.2021.102414

Cited by 9 publications

(6 citation statements)

References 31 publications

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“…Despite the promising directions for asynchronous instruction, it is important to take into account the existing limitations and inequities with this model. Technological requirements and costs (e.g., internet connection, computer), online learning curve barriers, and accessibility issues are critical disadvantages for students (Tomaszewski, 2021). Given the absence of an instructor and other students typically found in synchronous learning environments, social engagement in asynchronous instruction is also a common issue for consideration (Maheshwari et al, 2021).…”

Section: Asynchronous Instruction Modelmentioning

confidence: 99%

Teaching Intersectionality in Instructional Librarianship: Asynchronous Information Literacy Instruction in the Health Sciences

Chase

2024

ISTL

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This article explores the topic of intersectionality and its applications in teaching graduate students at a health sciences university. The case study examined the creation of an asynchronous information literacy module that centered intersectionality in the research process. Summative assessment data indicated that students were able to critically reflect on gaps in their knowledge to address health inequities, learn the narratives of multiply-marginalized patients, and make connections between research and intersectional justice. The study also revealed areas for improvement such as restructuring the assessment component of the module to better evaluate student success, strengthening the module as a socially engaging learning space for students, and integrating other metrics to measure the student experience. Findings from this study demonstrate how instructional librarians can create equitable and engaging learning spaces through an asynchronous instruction model as well as teaching intersectionality in STEMM-specific disciplines.

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Section: Asynchronous Instruction Modelmentioning

confidence: 99%

Teaching Intersectionality in Instructional Librarianship: Asynchronous Information Literacy Instruction in the Health Sciences

Chase

2024

ISTL

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“…The adaptation of the textbook into Brightspace facilitated the use of Universal Design for Learning (UDL) principles. As the demand for asynchronous instructional material grows, many libraries are embedding instructional content within their LMS, allowing students to learn asynchronously at their own pace and using ways to incentivize participation (Allen, 2017;Khailova & Bernstein, 2021;Tomaszewski, 2021). UDL has three main principles as outlined by CAST ( 2018): (a) provide multiple means of engagement, (b) provide multiple means of representation, and (c) provide multiple means of action and expression.…”

Section: Phase Ii: Toolkit With 30 Three-minute Videosmentioning

confidence: 99%

Inclusive Science Communication Approaches Through an Equity, Diversity, Inclusion, and Social Justice (EDISJ) Lens

Gupta,

Talluri,

Ghosh

2024

ISTL

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Science communication has taken center stage in Science, Technology, Engineering, and Math (STEM) disciplines in the context of public outreach and citizen science. Developing practical communication skills is imperative for all scientists to be highly successful in their careers and more so for underrepresented and Black, Indigenous, and People of Color (BIPOC) professionals in STEM. The program, led by the Engineering and Science Librarian at the University of Victoria (UVic) Libraries, aimed to equip students and early career scientists with critical communication skills by leveraging the unique voices and lived experiences of BIPOC speakers in STEM disciplines. Through this program, a unique toolkit with engaging modules consisting of 30 short videos, each three minutes long (30 x 3) by BIPOC speakers was created to provide broad foundational skills in verbal and visual communication, using an Equity, Diversity, Inclusion, and Social Justice (EDISJ) lens. A two-day conference offered networking and communication development opportunities to students and early-career scientists in STEM disciplines by connecting them with BIPOC STEM leaders and visionaries who promote STEM advocacy. This paper will discuss the methods used in the creation of the toolkit and conference using an EDISJ lens.

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“…Almost all the library sessions were one-time sessions for a duration between 50 and 110 minutes (Rodriguez 2016;Whitver and Lo 2017;Berg 2018;Budhai and Williams 2021;Cowden et al 2021;Morin, 2021). However, there was also a shared program for 2 to 5 sessions, with a duration of 50 to 110 minutes (Carroll 2016;Tomaszweski 2021). The library instruction programs were mainly targeted to 1styear and 2nd-year students (Carroll 2016;Kaneko 2018;Budhai and Williams 2021;Morin 2021).…”

Section: Findings Library Instruction Programmentioning

confidence: 99%

“…The library instruction programs were mainly targeted to 1styear and 2nd-year students (Carroll 2016;Kaneko 2018;Budhai and Williams 2021;Morin 2021). For the first-year students, the material given focused on the introduction to the library, search strategy, scientific database, information source evaluation (Tomaszweski 2021), scientific writing (Budhai and Williams, 2021), identifying fake news, searching the catalog (Marchis, 2018), corporate media, media introduction (Tewell, 2018), and introduction to the campus (Morin, 2021), and the 2nd-year students were taught about dissertation search (Homol, 2018), subject searching, library research, finding full text, argumentative writing, research paper, and plagiarism (Gariepy, 2016). The library instruction program also aimed to introduce the student to campus life.…”

Section: Findings Library Instruction Programmentioning

confidence: 99%

“…The learning techniques were derived from the learning strategy, technology, and tools used in the library instruction program (Table 3). The teaching strategies of librarians varied based on learning theories, among which the most popular was constructivism (active learning), which is student-focused learning (Andriotis 2018;Berg 2018;Watts 2018;Tomaszweski 2021). Social constructivist learning by Vygotsky asserts that learning is a process of social exchange between one person and another so that there is an interaction between teachers and students, including the environment (McLeod 2022).…”

Section: Teaching Strategies and Techniquesmentioning

confidence: 99%

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Teaching strategies for library instruction: directions from the literature

Variant Anna,

(Corresponding Author),

A.M.K.

2023

MJLIS

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This paper proposes teaching strategies and techniques for library instruction in academic libraries to achieve the intended goals. The recommendations are based on insights from previous research in library instruction with the intention to identify possible strategies and techniques for different user groups. This study applied a systematic literature review method, using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol to examine the use of teaching strategies and techniques in library instruction programs. The Web of Science (WoS) and Scopus databases were searched for relevant literature using specific keywords. Applying the inclusion criteria, a total of 27 articles out of the 1380 documents extracted, were deemed relevant to the study. The results show that library instruction is usually conducted in the form of individual sessions. Teaching strategies used by librarians include flipped classroom, faux flip, classroom teaching, research clinic, consultation, asynchronous learning, and online synchronous learning, among others. These teaching strategies improved engagement and relationships between students and librarians, while impacting critical thinking, confidence and self-directed learning. It is concluded that librarians should consider adopting and combining teaching strategies based on individual needs and use technology to improve teaching effectiveness and increase student learning. This study shows that most studies on library instruction have only partially addressed instructional strategies. A critical review of the literature revealed that a strategic shift in the management of library instruction is necessary to achieve the intended outcomes. In this study, three teaching strategies for library education are proposed, namely Embracing for freshman, Encouraging for sophomore, and Leveraging for postgraduates.

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A STEM e-class in action: A case study for asynchronous one-shot library instruction

Cited by 9 publications

References 31 publications

Teaching Intersectionality in Instructional Librarianship: Asynchronous Information Literacy Instruction in the Health Sciences

Teaching Intersectionality in Instructional Librarianship: Asynchronous Information Literacy Instruction in the Health Sciences

Inclusive Science Communication Approaches Through an Equity, Diversity, Inclusion, and Social Justice (EDISJ) Lens

Teaching strategies for library instruction: directions from the literature

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