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Scalable Equals Asynchronous And Asynchronous Equals Boring. Or Does It?, Liz Thompson, Howard Carrier
Scalable Equals Asynchronous And Asynchronous Equals Boring. Or Does It?, Liz Thompson, Howard Carrier
Libraries
This paper reports on recent work to introduce a model of scalable, asynchronous library instruction into the First Year Writing program at James Madison University, inspired by the premise: Scalable equals asynchronous. And asynchronous equals boring. Or does it? The authors describe how a small team from Libraries & Educational Technologies at James Madison University planned and built an asynchronous, modular tutorial series, primarily designed to motivate students to engage with the library instruction contained within it. Information literacy instruction was provided using a tool called “Guide on the Side” and employed short scenario videos and additional content, followed by …
Taking The First Step To Develop Scalable, Asynchronous Library Instruction, Liz Thompson, Bethany Mickel, Howard Carrier
Taking The First Step To Develop Scalable, Asynchronous Library Instruction, Liz Thompson, Bethany Mickel, Howard Carrier
Libraries
Scalable equals asynchronous. And asynchronous equals boring. Or does it? The First Year Writing program at JMU offers more than 60 sections of the foundational first‐year writing course each semester to more than one thousand students and is supported by one librarian. In an effort to reach more than the usual 20 one‐shot sessions each semester, a small team from the library planned and built an asynchronous, modular tutorial series. Now, information literacy instruction is provided using a tool called Guide on the Side (GotS) and uses short scenario videos and additional content followed by activities and assessment to improve …