Document Type

Article

Publication Date

1-2022

Keywords

information literacy instruction, relational teaching, COVID-19 pandemic, online teaching, asynchronous instruction

Disciplines

Adult and Continuing Education | Educational Methods | Information Literacy | Scholarship of Teaching and Learning

Abstract

The onset of the COVID-19 pandemic required shifting information literacy instruction from face-to-face to online formats at the University Libraries of the University of South Dakota. This case study narrates how the instructional team there introduced innovations into a Freshman Writing course that enabled instrumental (that is, goal-oriented) and relational teaching in the online-only environment. The team applied social network theory and a disaster response model to plan and analyze their innovations. The affordances of the Zoom video conferencing platform and the embedded librarian model enabled them to expand their information literacy instruction to include online students for the first time. The instructional team plans to extend these innovations to other information literacy mandated courses.

Publication Title

portal: Libraries and the Academy

Publisher

Johns Hopkins University Press

Editor(s)

Ellysa Stern Cahoy, Maribeth Slebodnik

Volume

22

Issue

1

First Page

27

Last Page

51

ISSN

1531-2542

Rights

Copyright © 2022 by Johns Hopkins University Press, Baltimore, MD 21218.

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