Information Literacy and Instruction: LibGuides for Instruction: A Service Design Point of View from an Academic Library. German, E. Reference & User Services Quarterly, 56(3):162–167, 2017.
abstract   bibtex   
User centered. Design in light of the learning outcomes and limit content to those essential outcomes. *Co-creative. try to get input and feedback from stakeholders, faculty and students. *Sequencing. How does a guide fit into the broader instruction plan. *Evidencing. ensuring that the guide is maintained, no broken links, etc. *Holistic. Considering (and designing) guides within the scope of the entire guide service and IL program.
@article{german_information_2017,
	title = {Information {Literacy} and {Instruction}: {LibGuides} for {Instruction}: {A} {Service} {Design} {Point} of {View} from an {Academic} {Library}},
	volume = {56},
	shorttitle = {Information {Literacy} and {Instruction}},
	abstract = {User centered. Design in light of the learning outcomes and limit content to those essential outcomes.
*Co-creative. try to get input and feedback from stakeholders, faculty and students.
*Sequencing. How does a guide fit into the broader instruction plan.
*Evidencing. ensuring that the guide is maintained, no broken links, etc.
*Holistic. Considering (and designing) guides within the scope of the entire guide service and IL program.},
	number = {3},
	journal = {Reference \& User Services Quarterly},
	author = {German, Elizabeth},
	year = {2017},
	pages = {162--167},
}

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