Source Publication

portal: Libraries and the Academy

Document Type

Article

Publication Date

7-2015

DOI

10.1353/pla.2015.0038

Abstract

Most academic library instruction is limited to one class period, despite empirical evidence that this approach is likely less effective than more sustained instruction. To determine if additional sessions would boost student learning and reduce library anxiety, the authors collaborated with representatives from a program for at-risk undergraduates to develop a three-workshop model for basic instruction and orientation. They first delivered the program during the summer of 2012 and subsequently offered it to three additional groups of students, including a cohort of doctoral students in the sciences. This article describes the process of designing the workshops and evaluating their effectiveness, with special attention to demonstrating how the program supported the parent institution’s goals and mission.

Comments

Copyright 2015 The Johns Hopkins University Press

Submission Type

Publisher's Version

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