Engaging the Classroom – Google Forms and Library Guides

RUDASILL, Lynne M. (2018) Engaging the Classroom – Google Forms and Library Guides. Paper presented at: IFLA WLIC 2018 – Kuala Lumpur, Malaysia – Transform Libraries, Transform Societies in Session 153 - Poster Session.

Bookmark or cite this item: http://library.ifla.org/id/eprint/2361
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Language: English (Original)
Available under licence Creative Commons Attribution.

Abstract

Engaging the Classroom – Google Forms and Library Guides

Information literacy in the academic library frequently involves the “one-shot” instruction section. In order to allow students to leave the classroom with increased knowledge and perhaps a good start on their research is one of our over-arching goals. The combination of library guide and Google form allows us to not only lecture to the student, but to keep them engaged and working on their projects. This poster reviews Engaging the Classroom – Google Forms and Library Guides the development of the guide, from the receipt of the professor’s syllabus and assignments, to the development of the Google form that allows the students real time opportunities to engage in research while the librarian is present. The form also allows for a brief evaluation of what the student has learned, what they still want to learn and what we can do to help them learn more about the academic library. Information literacy in the academic library frequently involves the “one-shot” instruction section. In order to allow students to leave the classroom with increased knowledge and perhaps a good start on their research is one of our over-arching goals. The combination of library guide and Google form allows us to not only lecture to the student, but to keep them engaged and working on their projects. This poster reviews Engaging the Classroom – Google Forms and Library Guides the development of the guide, from the receipt of the professor’s syllabus and assignments, to the development of the Google form that allows the students real time opportunities to engage in research while the librarian is present. The form also allows for a brief evaluation of what the student has learned, what they still want to learn and what we can do to help them learn more about the academic library.

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