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| Main Authors: | , , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2015
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ1069751 |
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| _version_ | 1867180961101250560 |
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| author | Fleming-May, Rachel A. Mays, Regina Radom, Rachel |
| author_facet | Fleming-May, Rachel A. Mays, Regina Radom, Rachel Fleming-May, Rachel A. Mays, Regina Radom, Rachel |
| collection | Education Resources Information Center |
| contents | "I Never Had to Use the Library in High School": A Library Instruction Program for At-Risk Students Fleming-May, Rachel A. Mays, Regina Radom, Rachel Academic Libraries Library Instruction At Risk Students Undergraduate Students Workshops Program Effectiveness Anxiety Graduate Students Doctoral Programs Institutional Mission State Universities 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. |
| format | Recurso educativo Open Access |
| id | eric_EJ1069751 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2015 |
| record_format | eric |
| spellingShingle | "I Never Had to Use the Library in High School": A Library Instruction Program for At-Risk Students Fleming-May, Rachel A. Mays, Regina Radom, Rachel Academic Libraries Library Instruction At Risk Students Undergraduate Students Workshops Program Effectiveness Anxiety Graduate Students Doctoral Programs Institutional Mission State Universities "I Never Had to Use the Library in High School": A Library Instruction Program for At-Risk Students Fleming-May, Rachel A. Mays, Regina Radom, Rachel Academic Libraries Library Instruction At Risk Students Undergraduate Students Workshops Program Effectiveness Anxiety Graduate Students Doctoral Programs Institutional Mission State Universities 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. |
| title | "I Never Had to Use the Library in High School": A Library Instruction Program for At-Risk Students |
| topic | Academic Libraries Library Instruction At Risk Students Undergraduate Students Workshops Program Effectiveness Anxiety Graduate Students Doctoral Programs Institutional Mission State Universities |
| url | https://eric.ed.gov/?id=EJ1069751 |