Traditionally, librarians collaborate with faculty to support first year undergraduates in their transition to university. This commonly takes the form of a standalone, in-person session on library resources and research. With growing class sizes and distance offerings of class sections, the library one-shot is not enough. By integrating library instruction modules into course sites in the Learning Management System (LMS), Sakai, we are able to reach a larger audience, at their own pace, in their online course environment. Research has revealed that online instruction increases students’ awareness of the library’s role in their research (Hess, 2014, p.143). By reaching students in the LMS, we are growing the influence the library can have on students’ research.
This poster will detail an alternative to in person class instruction: an approach that is student-centered, incorporates both assessment and librarian/faculty collaboration, and is recognized as an effective method for increasing first year students’ information literacy skills (Price, Becker, Clark and Collins, 2011, p. 705). Screen captures of the LMS-embedded library module will illustrate how we are supporting students’ abilities to find research resources, use them effectively and ethically, and navigate the library both in person and online. Empowering students with these abilities contributes to graduating students with lifelong learning skills.
Assessment methods utilized via pretest/posttest components will be presented along with strategies to encourage student participation. Longitudinal results over 3 phases of iterative development, deployment, and evaluation will demonstrate the impact of design choices in the module and assessments. Results will illustrate an innovative method for partnering with professors to support this student group. See how we are bringing the library to the place undergraduate students are working - their learning management system- and how the results are being used to continue to improve teaching of information literacy.
Learning Outcomes:
Participants will learn a method for librarian/faculty collaboration within a learning management system.
Participants will learn a method for teaching students within the learning management system how to conduct research.
Participants will learn a method for encouraging students to access/use library resources and services.
References:
Hess, A. N. (2014). Online and Face-to-Face Library Instruction: Assessing the Impact on Upper-Level Sociology Undergraduates. Behavioral & Social Sciences Librarian, 33(3), 132–147. doi:10.1080/01639269.2014.934122
Lyons, J. P., Hannon, J., & Macken, C. (2014). Curriculum Models for the 21st Century, 423–442. doi:10.1007/978-1-4614-7366-4
Pickens-French, K., & McDonald, K. (2013). Changing Trenches, Changing Tactics: A Library’s Frontline Redesign in a New CMS. Journal of Library & Information Services in Distance Learning, 7(1-2), 53–72. doi:10.1080/1533290X.2012.705613
Price, R., Becker, K., Clark, L., & Collins, S. (2011). Embedding information literacy in a first-year business undergraduate course. Studies in Higher Education, 36(6), 705–718. doi:10.1080/03075071003725350
Presenters 
User Services Manager, University of Western Ontario
MS
Librarian, Western Libraries
Marg Sloan is an Assistant Librarian at the University of Western Ontario. She graduated with a MLIS degree in 1994 from The University of Western Ontario. She works at The D.B. Weldon Library at Western as a Research and Instruction Librarian for Film Studies, Sociology and Women’s...
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