Our pedagogy and learning objectives are based on best practices in the profession and on research we have undertaken with USU students. In particular, librarians completed a multi-course assessment in 2012 in which we rated papers from four courses to represent stages of development of research and information literacy skills across the curriculum at USU. In response to these and other research findings, we work with teaching faculty to incorporate the following elements into instruction when feasible:
Flipped classroom methods:
Spend in-class time thinking, exploring, reading and disucssing information and teach the mechanics of searching as homework.
Instruction tailored to student outcomes:
Consider the full range of the research process with library instruction. Do students need help with developing and narrowing their research topics? Would a lesson on synthesizing information be useful?
Emphasis on context and usage:
Place less emphasis on checklists and required number of sources. We emphasize context, usage and disciplinary standards or evidence over type of sources and we encourage instructors to do the same.