Applying Active Learning Methods to the Design of Library Instruction for a Freshman Seminar

Abstract

Active learning methods were employed in designing library instruction for an experimental freshman seminar at California State University-San Bernardino. Rather than rely on the traditional lecture/demonstration format, the centerpiece of the ninety-minute “one-shot” sessions was a small-group, self-guided exercise focusing on the library’s online system. As a prelude to the hands-on exercise, students participated in class discussions on the importance of information literacy. Opportunities for individual instruction also were provided. Student, librarian, and faculty evaluations of the sessions were favorable.