Adapting the Amazing Library Race: Using problem-based learning in library orientations

Angell, Katelyn; Boss, Katherine

doi:10.1080/10691316.2014.935547

Cited by 8 publications

(5 citation statements)

References 12 publications

(12 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At the same time, librarians were tempted by the nature of PBL as an engaging, collaborative, constructive, exploratory, and active learning method. They introduced PBL into library orientations to offer students a relaxing and entertaining environment to reduce library anxiety (Angell & Boss, 2016), or modified PBL into one-shot information literacy instructions with the understanding of its complexity and limitations (Kenney, 2008;Munro, 2006;Stevens & Teiman, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

The Conception, Design, Implementation, and Assessment of Case-Based Learning in an Information Literacy Class

Diao¹

2020

IJoL

View full text Add to dashboard Cite

Case-Based Learning (CBL) is a popular and successful teaching method used for a long time in disciplines such as medicine, business, law, and computer science. In the past decade, there has been a trend to introduce CBL into library instructions as an active teaching approach in the field of library and information science. Although a few studies have been conducted to investigate the advantages of this teaching technique in the library and information science literature, there remains a substantial absence of first-hand instructional experiences and observations from academic librarians who are actively teaching information literacy. This article presents a personal account of the concept, design, implementation, and assessment of CBL in an information literacy classroom. It discusses the advantages and limitations of CBL, offers suggestions for the future, and points out potential concerns related to the evaluation of workload, librarians’ responsibilities, and the workplace culture. Based on experiences and assessments of CBL classes, the article outlines foreseeable challenges for teaching librarians planning to implement CBL program in information literacy education.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

The Conception, Design, Implementation, and Assessment of Case-Based Learning in an Information Literacy Class

Diao¹

2020

IJoL

View full text Add to dashboard Cite

show abstract

“…Although the instructional applications of predominantly digital games appear to be endless, there is also an abundance of literature that examines how librarians have used predominantly non-digital games as a way to reach students through gamified orientation sessions. Instruction librarians at Long Island University Brooklyn developed the Amazing Library Race game with the dual objectives of orienting students to the physical and digital library spaces as well as laying the foundation for future information literacy instruction (Angell and Boss, 2016). Originally conceptualized by librarians at the University of Arizona in 2006, students team up in this game to complete active learning tasks all throughout the library in three total “legs” of the race (Angell and Boss, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Instruction librarians at Long Island University Brooklyn developed the Amazing Library Race game with the dual objectives of orienting students to the physical and digital library spaces as well as laying the foundation for future information literacy instruction (Angell and Boss, 2016). Originally conceptualized by librarians at the University of Arizona in 2006, students team up in this game to complete active learning tasks all throughout the library in three total “legs” of the race (Angell and Boss, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Breaking out to break through: re-imagining first-year orientations

Veach

2019

RSR

View full text Add to dashboard Cite

Purpose This paper aims to outline the conceptualization, design and implementation process of an escape room-style game for first-year student orientation sessions hosted by a combined academic unit including a university library, archives and museum. The game can be customized and adapted for a variety of learning environments and purposes. Design/methodology/approach Breakout EDU kits have been used to create escape room-style games to teach curricular content in new and engaging ways. This orientation session was designed to teach new students how to find and use essential collections and resources on each of the unit’s websites by using a fun, collaborative and engaging game. Findings According to post-orientation survey responses, an average of nearly 80% of all new students felt that the Breakout EDU orientation game was either “Moderately Effective” or “Very Effective” in preparing them for their first day of classes. Documented observational assessments further suggest that students had fun playing the game and appreciated the hands-on approach to library orientation. Originality/value Although the use of both digital and non-digital games in library orientations are heavily documented, there has been very little research conducted on the use of escape rooms in this context, and almost no research has been conducted on the use of Breakout EDU kits for library orientations. This paper provides a practical example of how academic libraries can incorporate a customizable and highly engaging escape room-style game into first-year orientation sessions of nearly all sizes.

show abstract

“…al, 2003;McCullough, 2015). Similarly, librarians report observing participants and collecting anecdotal feedback as a means of outreach assessment (Angell & Boss, 2016;Vanden Elzen & Roush, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Sharing the value and impact of outreach: Taking a multifaceted approach to outreach assessment

German

LeMire

2018

The Journal of Academic Librarianship

View full text Add to dashboard Cite

Although outreach is a common activity in academic libraries, little has been written about strategies for assessing library outreach efforts. Assessing outreach efforts is important in order to measure the success of the outreach activity, identify areas for iterative improvement, and demonstrate the value of the outreach activity to stakeholders. This article is a case study describing the multifaceted strategies employed to assess a major outreach event, [institution's name]'s annual Open House event. It details demonstrating value and programmatic improvement as the articulated goals for outreach assessment as well as the specific strategies used and the insights gleaned from each assessment strategy.

show abstract

Adapting the Amazing Library Race: Using problem-based learning in library orientations

Cited by 8 publications

References 12 publications

The Conception, Design, Implementation, and Assessment of Case-Based Learning in an Information Literacy Class

The Conception, Design, Implementation, and Assessment of Case-Based Learning in an Information Literacy Class

Breaking out to break through: re-imagining first-year orientations

Sharing the value and impact of outreach: Taking a multifaceted approach to outreach assessment

Contact Info

Product

Resources

About