Being Like Both: Library Instruction Methods that Outshine the One-Shot

Abstract

Marshall University librarians' efforts to improve library instruction are explored. A history of the libraries' Digital Learning Team (DLT) and its developmental phases is provided, as well as interpretations of evaluative data collected from embedded students. Data from the iSkills assessment of student information literacy skills are considered. The results suggest that library instruction best facilitates student learning when it aligns with specific research goals, utilizes a variety of learning styles, and allows time for practice and assessment. Student feedback suggests the need for additional instruction on citation and emphasis on increasing students' confidence in their research skills.

KEYWORDS:

• embedded librarian
• information literacy
• library instruction
• library instruction evaluation
• one-shot
• teaching librarian

This article was made possible by the willing participation of Marshall University instructors and students, and by the significant contributions of information and support by members of the library staff, especially Jennifer Sias and Dr. Monica Brooks.