The May 2022 e-Forum touched on a wide range of topics. Librarians noted that quality one-shots can be tricky given the need to cover essential material, engage students, answer questions, and assess learning in one class period. Ideally, lessons are fun and link directly to assignments or student-requested examples.
Options to avoid information overload include using flipped learning, having students bookmark links, limiting learning objectives, repeating key information, offering assistance beyond the classroom, and scaffolding or “chunking” information. Using a menu to adjust faculty expectations was mentioned positively by a participant, but others reported lack of faculty interest in using one.
For active learning, a mix of group and individual work with real-world examples and keyword exercises gets students more invested. Other active learning options include Jeopardy, concept maps, flipped learning, guided activities on scholarly articles, or group search term brainstorming. To make lessons more relatable, use accessible language. Current pop culture examples for information literacy concepts can also help. Finally, situational topics that relate to students’ interests can be modeled through the think-aloud process. Project CORA and ACRL Framework Sandbox have activity resources.
Likert scale questions, short surveys, reflections, worksheets, digital forms, KWL slips of paper, and observational feedback are useful informal assessment options. Some formal assessment can be done with quizzes or graded assignments, but these are trickier to implement in one-shots.
Participants mentioned using clickers, Poll Everywhere, Kahoot, Jamboards, and Mentimeter for in-class polls, quizzes, etc., as well as Prezi, Screencast-o-Matic, OBS Studio, and Camtasia for flipped or interactive presentations. Having a backup plan in case technology fails was also emphasized. Participants suggested using graphics, apps like Mentimeter, and focusing on students that actively participate for online engagement.
Adapting one-shot content to academic level was discussed. There is overlap in what graduate students and undergrads need, but graduate students additionally need more advanced content. Adjusting for the difference in attention and energy between students at different academic levels and ages was noted.
Professors often directly affect learning outcomes. They seem to prefer simply-worded IL concepts that pair well with their existing assignments. Instruction could include videos or tutorials on misinformation, the SIFT method (Stop/Investigate/Find/Trace), or other strategies for finding sources. Curriculum mapping can help with identifying courses that would benefit from library instruction. Collaboration can be challenging at colleges that do not promote librarian involvement in curriculum development.
Communicating with faculty was a key topic. Participants noted that even carefully crafted emails may not generate a response. Possible reasons for the difficulty in engaging with faculty include time limitations, a lack of understanding about information literacy, and low appreciation for the instructional role of librarians. There was general agreement that the best way to communicate the IL Framework to faculty is by avoiding jargon and focusing on lessons that convey the Frame’s concepts. Targeted, scheduled, one-on-one meetings were mentioned for improving communication. Other librarians created a newsletter, sent regular emails, attended department meetings and faculty pre-service events, and handed out flyers attached to treats for IL outreach.
– Jennifer Batson, Kelly Williams, Michelle Shea, and Margaret Dawson, e-Forum moderators
Core e-Forums are two-day, moderated, electronic discussion forums that provide an opportunity for librarians and library professionals to discuss matters of interest on an email discussion list. These discussions are free of charge and available to anyone who wishes to subscribe to the email list.
