Document Type
Book Chapter
Date of Original Version
2024
Department
Public Services (Libraries)
Abstract
This case study explores the use of programmatic instruction as library instruction training for MLIS students employed at a university reference desk. This study has three primary aims. First, it endeavors to outline how programmatic one-shot instruction sessions, taught primarily for 100-level courses, can be used to provide MLIS students with an introduction to information literacy instruction. By examining longstanding programmatic instruction at the University of Rhode Island, we provide examples of how this model has evolved over decades in response to changes in staffing, budgets, and the information needs of academic departments. Second, this case study shares the perspectives of library instructors who taught their first information literacy instruction as part of this program, examining the legacy of this experience on emerging, early-career, and mid-career library professionals. Finally, this case study demonstrates the strengths of this structure while also highlighting further opportunities for iterative improvement and development.
Citation/Publisher Attribution
Vaandering, A.G., Izenstark, A., Braun, C., Cunningham, E., Kirkendall, R., & Marasco, L. (2024). Introducing emerging library instructors to information literacy instruction through programmatic instruction. In M. Johnson (Ed.), Training library instructors, Vol 1: A guide to training graduate students (pp. 83-103). ACRL Press.
Available at: https://alastore.ala.org/training-library-instructors-vol-1-guide-training-graduate-students
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.