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FYI for FYE: 20-minute instruction for library orientation

FYI for FYE: 20-minute instruction for library orientation Purpose – This paper aims to provide an understanding of the experience of developing instruction to first-year-experience (FYE) students by introducing multiple library resources in 20 minutes. Design/methodology/approach – Introduce FYE students to library resources using activity-based learning models. Using activity-based learning models, FYE students at Cal Poly Pomona, in Pomona, California, were introduced to multiple library resources that were woven into major library resources that fulfilled FYE competencies. Findings – This paper demonstrates that librarians can effectively conduct library instruction to introduce FYE students to the core library resources in a 20-minute breakout session without the use of written assessments. Originality/value – This paper would be beneficial for academic librarians developing library instruction for FYE students. The instruction designed within this paper provides useful examples for teaching information literacy for limited time, one-shot sessions and semester-long library instruction courses, using active teaching and learning methods that call for student participation and engagement. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reference Services Review Emerald Publishing

FYI for FYE: 20-minute instruction for library orientation

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References (17)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
0090-7324
DOI
10.1108/RSR-03-2015-0018
Publisher site
See Article on Publisher Site

Abstract

Purpose – This paper aims to provide an understanding of the experience of developing instruction to first-year-experience (FYE) students by introducing multiple library resources in 20 minutes. Design/methodology/approach – Introduce FYE students to library resources using activity-based learning models. Using activity-based learning models, FYE students at Cal Poly Pomona, in Pomona, California, were introduced to multiple library resources that were woven into major library resources that fulfilled FYE competencies. Findings – This paper demonstrates that librarians can effectively conduct library instruction to introduce FYE students to the core library resources in a 20-minute breakout session without the use of written assessments. Originality/value – This paper would be beneficial for academic librarians developing library instruction for FYE students. The instruction designed within this paper provides useful examples for teaching information literacy for limited time, one-shot sessions and semester-long library instruction courses, using active teaching and learning methods that call for student participation and engagement.

Journal

Reference Services ReviewEmerald Publishing

Published: Aug 10, 2015

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