Publications

This article explores the one-shot library instruction model by asking critical questions about how it has become ubiquitous in the field. The authors developed these questions with the intent to understand how early-career librarians become acculturated to one-shots, how social identity and positionality shape instructional practices, its impact on burnout, equity, and sustainability, and how the one-shot could be reimagined. This article employs personal critical reflection as a methodology, using interviews with the team of authors and two external participants. Analysis of the interview data showed themes of organizational acculturation with one-shot training, empowerment/disempowerment to employ different instruction models, and the tension between the transactional and relational nature of library instruction. Through these reflections, the article advocates that a relational instruction model helps promote equitable, reflective teaching and learning experiences for librarians and students alike as a way to disrupt the tradition of the one-shot.

What happens when campus units come together to create both a shared physical space, and a shared mission space? This case study highlights a unique cross-campus partnership between the UCLA Science Libraries and two academic support programs to create a STEM Collaborative Learning Center. This space serves to help decrease achievement gaps in STEM courses through peer-to-peer active learning and collaborative study. The results of the collaboration have helped to promote student success, increase the value and visibility of the library, inform space design decisions, and innovate new ways campus partners can work together to achieve shared goals.

The cascade of events following the global outbreak of COVID-19 produced exceptional examples of camaraderie, collaboration, and resourcefulness. In this article, we share two ways UCLA Library public services staff came together to rapidly re-envision learner-centered library services and support in response to the COVID-19 campus shutdown. In both cases, library staff adapted existing services (e.g., workshop delivery and tutorial design) to embrace remote technologies and scale to meet the needs of a greater number of learners.

This article outlines the ongoing development, implementation, and evaluation of a digital research notebook designed to support hybrid and online approaches to information literacy development in one-shot, course-integrated, and full course instruction.

Academic librarians are driven by the belief that student scholars are at the heart of the library. Our collections, programs, and services become meaningful when students use and learn from them. We build our websites and other digital services, our buildings, marketing and communication strategies, and content to meet their needs. The library exists, at least in large part, for the students—and student employment, leadership, and input into the library can increase engagement and outreach and improve both the library and the students it employs.

WI+RE's online research skills workshops contain interactive videos, multiple choice questions, and free response activities. These activities allow learners to engage with the content and assess their learning in real time.

An interview with the creators of WI+RE's "Writing a Literature Review" online workshop. UCLA WI+RE’s (Writing Instruction + Research Education) “Writing a Literature Review” workshop (Ravaei & Harper, 2019) highlights the key components of a literature review, introduces methods for identifying research gaps, and provides tips on collecting, organizing, and synthesizing sources. The workshop contains interactive learning assessments, various examples, and a downloadable synthesis matrix template.

Emilia Marcyk with ACRL's Peer-Reviewed Materials Online interviews the WI+RE team about "Wheel of Sources" and the WI+RE design process.

An interview for LOEX Quarterly.