Drab to Fab: Elevated Practices for Active Learning Online

This presentation will illustrate how two instructional design librarians tackled teaching the drab topic of plagiarism and elevated it to a fabulous online tutorial. Participants will gain insight into the techniques used to move online instruction from clicking an arrow to get to the next screen and multiple choices quizzes to an enhanced active learning experience that challenges pre-existing thought and builds knew knowledge and skills. Learn how instructional design practices, storyboards, proof of concepts, and technology combine to elevate the online learning experience by giving learners the opportunity to interact with tutorial content through the use of You Try activities that incorporate drag and drop exercises, animated video, sequencing activities and more. The presenters will also discuss how this online tutorial is being used to enhance course curriculum by integrating it into the platforms that faculty are using, from static web pages to course management systems

The Case for Performance Support

The design of information literacy instruction and the building of it are two distinct skillsets and processes; yet all too often everything gets mashed together, creating needless confusion and stress. In this book Turnbow, an instructional designer, and Roth, an instructional technologist, suggest a better way to organize the work. They shed light on the people, processes, and resources required to create a sustainable portfolio of online instruction. Demystifying the instructional design and development process used to create online learning objects, this book will help you understand how instructional design principles and approaches can benefit your learners

Crafting Freshman Engagement: A Study of Library Orientations in the Fledgling First Year Experience Program at UC San Diego

This paper is a preprint

Scalable and Sustainable: Building a Flexible Library Instruction Team to Handle Whatever the Future May Hold

While academic librarians constantly work to address the changing needs of higher education, SARS-CoV-2 illustrates how quickly priorities and needs may shift. During the 2020 spring term, the halting of in-person instruction meant many libraries had to use stop-gap measures to provide basic levels of instruction service. No one would claim that this was an ideal way to transition to online instruction, but it became necessary in these unprecedented times. A large number of webinars and online trainings were offered to help librarians make this transition, and many understandably emphasized a “good enough” or “do the best you can” approach. Equally understandable were the questions that cropped up about the accessibility and quality of these stop-gap measures. Imagine, however, that there was no need to resort to stop-gap measures. Imagine that your library had a team in place with years of experience offering sound, innovative instruction that could be delivered in any learning environment. While no one could have planned for a pandemic—or the subsequent mad dash into online instruction—there are ways for a library to forecast educational trends and make sure they have librarians in place with the right preparation and skills to handle the unexpected and unprecedented. This begins by recognizing that the design of effective learning calls for varied skillsets, and that one librarian can’t always “do it all” on their own. A team approach adds significant value to the instructional design process by allowing expertise to be utilized effectively, providing for flexible workload balance, and promoting creative solutions to evolving learning requirements. In this presentation, participants will learn how a team of academic librarians combined their expertise and collaborated to easily transfer in-person instruction to remote learning within the short timeframe allowed before COVID-19 shutdowns occurred. This achievement was possible because of the thoughtful planning of team composition and a sustainable approach to developing information literacy instruction. Participants will engage in break-out group discussions and question-and-answer activities to explore ideas introduced in the presentation

Walking the path together: creating an instructional design team to elevate learning

There is a growing trend in academic libraries to enlist librarians with instructional design experience to assist with the opportunities and challenges of developing information literacy instruction both in-person and for online environments. In doing so, many institutions look for an individual who has the knowledge and skills to design, develop, and deploy elearning objects while also taking on more traditional public service responsibilities. Recognizing the varied expertise of instructional designers and the various skills associated with the development of eLearning objects such as sound instructional design practices, technology proficiencies, creativity and graphic arts, our institution has sought to create a team of instructional design librarians. The result has been the ability to create innovative and effective in-person and online instruction across the organization. Attendees will learn how two instructional design librarians are able to systematically work together to address the instructional design needs of a large university library

Guided Adventures in Team Hiking: Collaborations between Librarians and Writing Program Faculty to Flip the One-Shot Library Workshop

Librarians at UC San Diego teamed up with a writing program coordinator on campus to re-imagine the one-shot library workshops provided to all of the college\u27s first-year transfer students. An online tutorial on database searching made up of multimedia and active learning experiences was created for students to complete the week before the library workshop. / After learning about the research process, database search strategies and how to access articles in full-text, students were required to use their newly learned skills to bring printed articles they had found to the library instruction session. During the workshop with the librarian, students learned how to construct a research question

Creating an Engaging Library Orientation: First Year Experience Courses at University of California, San Diego

This article focuses on the development of an engaging library orientation module for UC San Diego First Year Experience (FYE) courses. The library module included a brief in-class presentation about research concepts and library services, an online interactive library scavenger hunt given as an in-class activity, and a homework assignment where students created public service announcements highlighting their favorite library space or resource. Over 400 FYE students completed the library module, and many indicated a marked increase in comfort using the library by the end of the module. Recommended practices are included for those wishing to create a similar module