Summary of Key Position*

My primary area of interest is looking at pedagogical and instructional methods used in library instruction. I am particularly interested in non-traditional students (NTS) as a population who could particularly benefit from exposure to library instruction. For the purposes of this research, I believe that these interventions could be especially beneficial for understanding how libraries can reach students who are older, veterans, transfer students, first generation students, or English language learners. While each of them will have unique experiences that separate them from the others, I believe that as a group NTS stand to gain significant benefits from instruction that illuminates what is termed the hidden curriculum.

    For a variety of reasons, I believe that these groups which have been historically underrepresented in the college and university setting will face particular challenges to accessing library resources, to gaining benefits from the library as an institutional resource, and will likely display disproportionate benefit from outreach. Pedagogical and instructional interventions that are effective at reaching traditional aged students and students who are otherwise considered to be traditional college students are likely to not be accessible in the same manner for NTS populations. While there is significant research on aspects of learner centered design, adult education, and critical pedagogies in a variety of academic settings, there is relatively limited research on how these skill sets can be developed in library instruction. In particular, I believe that there has been a significant growth in the expectations that librarians in academic settings conduct instruction without a commensurate preparation for it in MLS/MLIS programs. For me this sets up the core aspects of my interest: 1) are academic librarians in training being set up for success as instructional staff; 2) can we build on knowledge of pedagogical and instructional techniques in other settings for use in libraries; 3) how can interventions for non-traditional students be targeted to them instead of just using retooled traditional instruction; 4) is there a substantive difference in the impact of these interventions that makes their research worthwhile.

* - Originally produced for IS 298A “Doctoral Seminar: Research Methods and Design” - Professor Greg Leazer, Fall 2021