Current themes

In library credit instruction online

Mery, Y., Newby, J., & Peng, K. (2012). Why one-shot information literacy sessions are not the future of instruction: A case for online credit courses. College & Research Libraries, 73(4), 366-377.

Main points

• Online instruction for information literacy is as effective online as face-to-face
• Online is scaleable
• Based on a 1 credit model

Clapp, M. J., Johnson, M., Schwieder, D., & Craig, C. L. (2013). Innovation in the academy: Creating an online information literacy course. Journal of Library & Information Services in Distance Learning, 7(3), 247-263. doi:10.1080/1533290X.2013.805663

Main points

• Online can be a form of outreach to students who cannot be on campus
• Librarians new to this need to consider the time commitment

Most online research instruction is embedded

• Information literacy tutorials
• Librarians in the LMS

There is not a lot of consistency in for-credit library instruction between institutions

Some Context

for the WWU Libraries approach

Library credit courses

LIBR 201: Introduction to Research Strategies

• 4 credits
• Counts towards general education requirements
• Designed for sophomore level, but we get them all

LIBR 402: Research Tutorial

• Variable credit, pass/fail
• designed to compliment either a degree program or specific research class

Both are entirely asynchronous

Course requirements

• 50% research bibliography assignment
• 30% participation
• 20% tutorial based quizzes

Modules

• Formulating a research question and Zotero
• Research databases and scholarly sources
• Citations, attribution, copyright, creative commons, open access
• Government documents
• Books and library catalogs
• Professional and popular sources
• Social and new information environments
• Review and assessment

Process Vs. Product

• Scaffolded approach that pushes students to examine multiple source types
• In-depth research on a topic of the student's choosing
• Time and space to examine scholarship
• Deep and critical examination of sources
• Practice with scholarly communication documentation, AKA citations

Not a formal writing assignment

Collaborative Tools

For Teaching Research Online

The LMS (Canvas)

Used for:

• Links to readings/viewings
• Discussion forums
• General communications

Zotero

Used for:

• Collecting sources
• Exporting citations

Jing/Camtasia Relay

for video feedback and instruction

Google Docs

Used for

• Brainstorming
• Citations
• Notes
• Instructor feedback

A look at the document template

http://goo.gl/p02vPP

Benefits and pitfalls

to be aware of when teaching with an online document-based assignment

Having one place

• Most assignments and instructor feedback unified
• Sources can be examined in context with other sources
• The document lives with the student after the class

Pitfalls to watch out for

• Make your logistics simple; if the hassle impedes learning drop it
• Third party apps can change without warning (that's right, I'm talking about you Google Docs!), but . . .
• . . . institutionally supported apps are not necessarily better (that's right, I'm talking about you Word Online) 
• Chances are students have never done something like this

Make sure you have the time to do it!