During the 2015-2016 academic year, The College at Brockport implemented the LibApps LTI tool in order to scale up a consistent level of library support within the course management system. This session will explore lessons learned and successes around this integration as well as our next steps for the project.
During the 2015-2016 academic year, The College at Brockport implemented the LibApps LTI tool in order to scale up a consistent level of library support within the course management system. This session will explore lessons learned and successes around this integration as well as our next steps for the project. Attendees in this session will leave with a good idea of the feasibility of replicating our work at their institution.
Many campuses (and even K-12 institutions) use Springshare’s LibGuides product. This product is a content management system that was developed specifically for libraries and their unique needs in building web-based content for learners. In spring of 2015 they announced a learning tool integration (LTI) that would allow a scalable method of embedded LibGuides into the course shell of the learning management system. We jumped at the opportunity to explore and implement this idea.
In order to connect the course to the appropriate guide, some data management work needed to take place. After identifying the most appropriate guide for each course, we distributed the work to add the appropriate metadata entries to each page so that it would be connected to the appropriate course shell. We also used this process to standardize some aspects of our guides such as location of contact information. This portion of the project took a summer. We also performed several change management activities to make faculty and the campus community aware of the change.
The librarians have been happy with the initial outcomes of the integration. We no longer spend time explaining how to navigate to a specific database or course guide now that the integration is in place. Informal feedback from sessions show that the placement of the link makes sense. This is confirmed through direct observation during instruction sessions. Future plans to assess the data include seeing which guides have high numbers of views that do not have information literacy sessions as well as formal assessment of the implementation through quality improvement measures.