Mark Emmons

Engaging Conversation: Evaluating the Contribution of Library Instruction to the Quality of Student Research

The study discussed in this article compared research papers before and after implementation of an inquiry-based library instruction program to assess the program’s effectiveness and consider its future development. The new program appears to have made a small difference in the types of materials students chose and how they found them. Little change was seen in how students used their sources. The evaluation has fostered increased collaboration between the library and the English department, and suggests that the programs can be further improved by providing more training for instructors and placing greater emphasis on the rhetorical approach to research.

Designing the Electronic Classroom: Applying Learning Theory and Ergonomic Design Principles

This article applies learning theory and ergonomic principles to the design of effective learning environments for library instruction. It discusses features of electronic classroom ergonomics, including the ergonomics of the physical space, environmental factors, and the workstations. Includes classroom layouts.

Developing Teaching Competencies for Instructors in the Academic Library : A Case Study

Abstract A university library developed a list of teaching competencies with three goals in mind: (1) to improve the quality of teaching in the information literacy program, (2) to create an outline for training in pedagogy, and (3) to provide a mechanism for self and peer assessment in library instruction. The authors describe the development process and discuss the rationale for each set of skills and behaviors. The article includes the list of competencies.

Building Back Better Libraries: Improving Planning Amidst Disasters

Originality/value Although aspects of BBB ideas are present in existing library literature, the concept is not formally defined for the library context.