Notes from the Field: 10 Short Lessons on One-Shot Instruction

Oakleaf, Megan; Hoover, Steven; Woodard, Beth S.; Corbin, Jennifer; Hensley, Randy; Wakimoto, Diana; Hollister, Christopher; Gilchrist, Debra; Millet, Michelle S.; Iannuzzi, Patricia A

doi:10.15760/comminfolit.2012.6.1.114

Cited by 18 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The librarians in the interviews stated that they neither had the time nor the competence to help students develop their academic writing skills. Others (Loertscher & Woolls, 2012;Oakleaf, Hoover, Woodard, & Corbin, 2012) called for a role-expansion for librarians. "Librarians are uniquely positioned to play a special role" Oakleaf et al (2012, p. 22) stated, and they continued: "Librarians participate (or should) in the development of the learning outcomes for the campus-especially those related to information literacy-and ensure that outcomes are embedded in the beginning, middle and end of the curriculum" (p. 22).…”

Section: Discussionmentioning

confidence: 99%

Information use among first-year students in health sciences: Is an intervention needed?

Øvern

2018

LIBER Quarterly

View full text Add to dashboard Cite

This study investigated what strategies first-year students in health sciences on three university colleges in Norway used when faced with a new written assignment. Questionnaires were distributed among health students on three campuses, and interviews with librarians at the campuses were held after initial data collection. The study showed that many students lack basic information skills, but are not aware of it themselves, that many first-year students are choosing familiar information sources like Google and textbooks from their reading lists, and it showed that librarians at their institutions had experienced that many first-year students could get by with these sources. This is contrary to the intentions in evidence-based practice, and the Norwegian Qualifications Framework. The study also suggests that the lack of a Norwegian framework or standard for information literacy training is making the teaching efforts seem random and based on the librarian's personal relationship with teachers.

show abstract

Section: Discussionmentioning

confidence: 99%

Information use among first-year students in health sciences: Is an intervention needed?

Øvern

2018

LIBER Quarterly

View full text Add to dashboard Cite

show abstract

“…Each frame is scheduled to take two weeks to complete although the timeline has some flexibility to accommodate student or librarian scheduling challenges (see Appendix 1 for a general outline). The curriculum focuses on modeling best practices in pedagogy including lesson planning, formative assessment (Oakleaf et al, 2012), and self-reflection (Booth, 2011;Badia, 2017;Reale, 2017). Students complete the curriculum in the fall semester and transition into roles as in-class team teachers and peer research consultants in the spring.…”

Section: Curriculum Development and Deliverymentioning

confidence: 99%

Peer teachers taking the lead in classroom instruction: program creation and challenges faced

Lowe

Stone

Macy

2023

RSR

View full text Add to dashboard Cite

PurposeThis paper discusses a program to train undergraduate students as near peer teachers delivering course-embedded information literacy instruction to undergraduate students.Design/methodology/approachThe approach involved the development and delivery of a curriculum combining information literacy concepts and teaching pedagogy. Significant student feedback was gathered which determined the final program structure.FindingsWhile the curriculum was successful in developing students' information literacy competencies and pedagogical skills, stakeholder buy-in and the COVID-19 pandemic hindered the program. Additionally, the goal of the program – solo student teaching, was not realized.Originality/valuePeer teaching is widely implemented in many disciplines; however, its application in academic libraries has focused more on peer reference, rather than peer teaching. This case study adds to the body of literature on this topic related to student peer teaching in academic libraries.

show abstract

“…Librarians designed assignments and identified readings to help the near-peer teacher develop knowledge dispositions as outlined in the Framework for Information Literacy in Higher Education (ACRL, 2016). The curriculum, available through IUPUI's scholarly repository (Lowe et al, 2018), also focuses on best practices in pedagogy including lesson planning (Oakleaf et al, 2012) using formative assessment (Oakleaf et al, 2012), and encouraging self-reflection (Badia, 2017;Booth, 2011;Reale, 2017).…”

Section: Writing Fellows Embedded In Courses Throughout the Curriculummentioning

confidence: 99%

The power of peers: approaches from writing and libraries

Maxson

Neely

Roberts

et al. 2019

RSR

View full text Add to dashboard Cite

Purpose The purpose of this paper is to discuss different strategies for implementing peer teaching as well as different roles for peer teachers in both academic libraries and writing-intensive courses. It explores connections to critical pedagogy, sociocultural theory, open educational practices and high-impact practices. Design/methodology/approach The methodology for implementing the three scenarios discussed in the paper differs widely. All approaches include some form of student feedback through focus groups, exit surveys or end-of-class assessments. Findings In both library and writing program settings, students have experience with and a favorable opinion of peer-assisted learning strategies. Practical implications These case studies provide concrete examples of how to develop different types of peer teaching interventions. The cases also detail benefits as well as challenges to implementation. Social implications Providing opportunities for peers to lead through teaching others has the potential to boost an individual’s sense of confidence, leadership and improve their own learning, as well as give students’ experiences to build upon and apply to their everyday lives and future careers. Originality/value While peer teaching is widely implemented in many disciplines, such as science, technology, engineering and medicine, its adoption in academic libraries has sometimes been viewed as controversial. This case study adds to the body of literature demonstrating that peer teaching is possible and desirable.

show abstract

Notes from the Field: 10 Short Lessons on One-Shot Instruction

Cited by 18 publications

References 0 publications

Information use among first-year students in health sciences: Is an intervention needed?

Information use among first-year students in health sciences: Is an intervention needed?

Peer teachers taking the lead in classroom instruction: program creation and challenges faced

The power of peers: approaches from writing and libraries

Contact Info

Product

Resources

About