Abstract
This session will share findings from a master’s-level mixed-method dissertation exploring how health librarians use non-lecture-based teaching methods to develop information literacy (IL) skills among healthcare professionals. While librarians play an important role in supporting evidence-based practice, there is less research examining the instructional approaches they adopt in healthcare settings, with existing studies often focusing on academic contexts. At a time when active learning and the advantages of non-didactic IL teaching are increasingly being examined in the literature (Baer, 2021; Bucklin, 2021; Bradley-Ridout et al., 2024), this study identifies a range of methods currently being employed by health librarians, their perceived value for supporting learning, and the practical considerations for implementing these techniques.
Drawing on questionnaire responses and five in-depth interviews, this session will highlight interactive, learner-centred teaching practices including workshops, games-based learning and outreach initiatives. It will explore their perceived benefits for learner engagement and library visibility, as well as the practical challenges related to their implementation, such as time and logistical constraints. Challenges in evaluating long-term outcomes will also be discussed. Attendees can consider how these approaches might be adapted to their own instructional practice, making the session of relevance to those involved in teaching information literacy.
References
Baer, A. (2021). Academic Librarians’ Development as Teachers: A Survey on Changes in Pedagogical Roles, Approaches, and Perspectives. Journal of Information Literacy. CILIP Information Literacy Group, pp. 26–53. Available at: https://www.proquest.com/undefined/academic-librarians-development-as-teachers/docview/2527344296/se-2?accountid=14511
Bradley-Ridout, G., Parker, R., Sikora, L., Quaiattini, A., Fuller, K., Nevison, M., & Nekolaichuk, E. (2024). Exploring librarians’ practices when teaching advanced searching for knowledge synthesis: results from an online survey. Journal of the Medical Library Association: JAMA, 112(3), 238–249. https://doi.org/10.5195/jmla.2024.1870
Bucklin, B. A., Asdigian, N. L., Hawkins, J. L., & Klein, U. (2021). Making it stick: use of active learning strategies in continuing medical education. BMC Medical Education, 21(1). https://doi.org/10.1186/s12909-020-02447-0
