In this study, engineering librarians Leena Lalwani, Jamie Niehof, and Paul Grochowski sought to learn from graduate students in the College of Engineering (CoE) how these students could benefit from more instruction on U-M Library resources.
In the second of two posts, Informationists from the Taubman Health Sciences Library share their research project to improve library integration within the U-M School of Nursing curriculum. Using a mixed methods approach, they are investigating undergraduate student information seeking needs and behaviors.
In two blog posts, Informationists from the Taubman Health Sciences Library share their research project to improve library integration within the U-M School of Nursing curriculum. Using a mixed methods approach, they are investigating undergraduate student information seeking needs and behaviors.
Have you ever attended a workshop and promptly forgot most of what you learned a few days later? Given that library staff teach hundreds of library instruction sessions each semester through training workshops, course-integrated sessions, campus workshops, etc., this is an issue that is probably affecting those who attend our instruction sessions as well. Librarians explored a potential solution to this problem by testing an implementation of "Learning Boosters."
As library instructors we all have a natural tendency to rely on methods, content and activities that are comfortable and familiar to us. Backward design helps counter this tendency and ensures that we think of the students first. The main question driving instruction becomes: what do students need to learn and be able to do by the end of the session? On Friday January 13 Breanna Hamm and Alexandra Stark gave an excellent presentation, sponsored by Instructor College about backward design in...
What is critical pedagogy and how can librarians use it as a tool for instruction? By teaching students to question the hierarchies implicit in the materials they encounter, librarians can motivate the next wave of information activists.
This fall, the Chronicle of Higher Education ran a special report, “Diversity in Academe: Transgender on Campus.” Touching on topics from pronouns to restrooms, the report issued a call to provide equal access to transgender students on college campuses with an emphasis on creating safe environments in which all students may thrive. Student interviews captured in a powerful video can prompt us to think about providing safe and inclusive classroom environments for library instruction as well.
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