This session explores how one institution is using augmented reality to broaden the scope of information literacy instruction. Abandoning traditional online learning activities such as tutorials or worksheets, this gamified learning experience meets the same learning outcomes as face-to-face instruction while capitalizing on the opportunities of an online learning environment.
This session explores how one institution is using augmented reality to broaden the scope of information literacy instruction, defined by the American Library Association as “a set of abilities requiring individuals to ‘recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information’” (2000). With an undergraduate population of more than 22,000 students, less than 50% of the first year population was coming to the library to receive information literacy instruction. Limited by human resources constraints and available instruction space, an online approach was the only practical solution.
Seeking to avoid more traditional online learning activities such as tutorials or worksheets, which a survey of peer institutions revealed to be the common solution, a proposal was made to use augmented reality, in combination with the library’s text chat service, to lead students on a gamified learning experience.
Augmented reality has been used by some academic libraries as a tool to introduce students to the physical space, but as of yet, no work has been published on using augmented reality to deliver information literacy instruction. This augmented reality learning experience is designed to meet the same learning outcomes as a traditional face-to-face instruction session while addressing the barriers faced by the Teaching and Learning department. Inspired by a popular first year composition theme, myths and monsters, this learning experience guides students on a myths and monster hunt through the library, visiting key service points and developing important research skills along the way. The nature of augmented reality, as well as the use of videos featuring librarians, also goes a step further than other online strategies by addressing library anxiety, described by Mellon (1986) as the intimidation students feel with the library and the research process that ultimately prevents them from seeking help. By requiring students to physically visit and interact with the space and displaying relevant information over the object of their inquiries, students gain valuable experience at their own pace, in the appropriate learning and performance contexts.
During this session, participants will gain insight into the instructional design process used to build this experience, including the many challenges of using emerging technology without funding. Participants will be led through the pilot experience, and assessment information will be shared, including how this alternative form of instruction affected the scope of information literacy instruction. Future changes to the augmented reality experience will be discussed, as well as hopes for future implementations.
Audience participation will be encouraged through the use of live polls and question and answer; participants will also be given the opportunity to both see portions of the learning experience as viewed by the students, as well as the chance to use the application itself in real time through the use of handouts. Participants will be encouraged to share what they might have done differently, or opportunities they see for implementing a similar learning experience at their own institution. Slides and digital copies of the handouts will be provided during the presentation, and available on the conference website.
References:
American Library Association. (2000). Information literacy competency standards for higher education. Retrieved from https://alair.ala.org/bitstream/handle/11213/7668/ACRL%20Information%20L...
Mellon, C. (1986). Library anxiety: A grounded theory and its development. College and Research Libraries, 47(2), 160-165.