Abstract

An instruction librarian and a biology professor at a small, urban commuter college campus worked together to provide research instruction to non-science majors in selected hybrid and online biological sciences classes. They collaboratively designed in-class and online learning tools, as well as homework assignments aimed at developing non-science majors' information literacy skills. Through an array of innovative technologies and pedagogical models (including online screencasts, Twitter conversations, and embedded librarianship), they sought to engage non-science majors in the scientific discourse and to encourage them to access and assess reputable online science materials. This study explores the efficacy of their pedagogical partnership.

Citation

Gamtso, C.W. & Halpin, P.A. (2018). Tailoring Library Instruction for Non-Science Majors Taking Hybrid and Online Science Classes: Student Perceptions of Information Literacy in the Virtual Environment. Public Services Quarterly, 14(2), 99-118. Retrieved August 7, 2024 from https://www.learntechlib.org/p/190965/.

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Keywords

• academic libraries
• biology
• blended learning
• College Faculty
• College Science
• College Students
• Commuter Colleges
• information literacy
• Librarian Teacher Cooperation
• Library Instruction
• Nonmajors
• online courses
• student attitudes
• Summer Schools