Did the Pandemic Alter Faculty Expectations of Library Instruction?

dc.contributor.author	Sly, Jordan
dc.date.accessioned	2022-05-25T19:39:13Z
dc.date.available	2022-05-25T19:39:13Z
dc.date.issued	2022-05-25
dc.description.abstract	Through the pandemic I found that teaching faculty requests became far more rudimentary and focused on specifics of access as opposed to larger notions of information literacy. While this focus on the practical elements of access –especially access to material in alternative formats as necessitated by the pandemic– reflected the needs of the moment, in the return to the classroom, I have noticed a lingering sense of wanting to stick to the bare essentials in library instruction. For this brief presentation I will conduct a focus group of colleagues in my institution to see if they have experienced a similar backsliding in the depth of library instruction or if their instruction methods have continued to expand as a result of the pandemic restrictions and changes now that we are in a more in-person environment.	en_US
dc.identifier	https://doi.org/10.13016/okkf-zspi
dc.identifier.uri	http://hdl.handle.net/1903/28650
dc.language.iso	en	en_US
dc.relation.isAvailableAt	Digital Repository at the University of Maryland	en_us
dc.relation.isAvailableAt	University of Maryland Libraries	en_us
dc.relation.isAvailableAt	University of Maryland (College Park, MD)	en_us
dc.subject	remote instruction	en_US
dc.title	Did the Pandemic Alter Faculty Expectations of Library Instruction?	en_US
dc.type	Presentation	en_US

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Name:: Sly, slides, Instruction Expectations and the Pandemic BTAA Meeting Lightening Talk.pdf
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Name:: Sly, Instruction Expectations and the Pandemic BTAA Meeting Lightening Talk.pdf
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