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Why Do Faculty Choose Asynchronous Library Instruction?
dc.contributor.authorBradley, Doreen
dc.contributor.authorTasker, Henny
dc.contributor.authorBinnie, Naomi
dc.contributor.authorReiman-Sendi, Karen A
dc.date.accessioned2024-02-17T22:58:25Z
dc.date.available2024-02-17T22:58:25Z
dc.date.issued2022
dc.identifier.urihttps://hdl.handle.net/2027.42/192458en
dc.descriptionLibrarians obtained data detailing course websites that imported one or more of the library modules from Canvas Commons during the 2021-2022 academic year. A questionnaire was designed and sent to faculty for these courses: 90 Fall 2021 courses taught by 55 individual faculty, and 81 Winter 2022 courses taught by 52 faculty. We removed 11 faculty from the Winter list who were contacted about Fall courses, which resulted in 41 unique faculty to whom we sent the Winter survey. 17 surveys were completed for an 18% response rate. Interviews were then conducted with 6 faculty who volunteered to talk in depth about their experiences. Understanding why and how faculty integrate asynchronous library instruction into university courses can significantly help libraries with strategic planning. Insight from this assessment helped factor future space-planning for onsite instruction; improved module design to meet the needs of faculty whether the modules are required or optional; developed differentiation of modules to reflect discipline or level of course; and how to meaningfully assess DLOs as both a communication tool and a learning object in the future.en_US
dc.description.abstractThe COVID-19 pandemic accelerated creation and use of asynchronous digital learning objects (DLOs) in academic libraries. Within Canvas modules, DLOs provided library instruction on topics such as Academic Integrity, Searching Databases, Evaluating Sources, and Reading Scholarly Articles. Despite a return to in-person engagement on our campus, a strong use of asynchronous library DLOs continued. Librarians developed a lightweight, sustainable method of assessment to understand this trend, using DLO metadata, surveys, and semi-structured interviews. The assessment allowed greater understanding of how faculty integrated library-created Canvas modules into their courses, how faculty characterized the broader learning objectives of the modules in context with their discipline, and what motivated faculty to choose this asynchronous method of library instruction. Poster presented at ARL Library Assessment Conference.en_US
dc.language.isoen_USen_US
dc.titleWhy Do Faculty Choose Asynchronous Library Instruction?en_US
dc.typePosteren_US
dc.subject.hlbsecondlevelInformation and Library Science
dc.subject.hlbtoplevelSocial Sciences
dc.contributor.affiliationumcampusAnn Arboren_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/192458/1/161-Reiman-Sendi-Why-Do-Faculty-Choose.pdf
dc.identifier.doihttps://dx.doi.org/10.7302/22365
dc.description.mapping-1en_US
dc.description.filedescriptionDescription of 161-Reiman-Sendi-Why-Do-Faculty-Choose.pdf : Poster (.PDF)
dc.description.depositorSELFen_US
dc.working.doi10.7302/22365en_US
dc.owningcollnameLibrary (University of Michigan Library)


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