Browsing by Author "Riesen, Karleigh"
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Item Building a Community of Practice for Instruction Librarians: Programmatic Elements and Strategies for Implementation(Elsevier, 2024) Sahn, Sarah F.; Riesen, KarleighA community of practice for instruction librarians is essential to ongoing development of pedagogical knowledge, fostering community, and cultivating meaningful teaching practices. This article describes the development of a community of practice for new and experienced instruction librarians to help them grow in their teaching practice. Elements explored throughout this article include collaborative peer mentorship, developing a reflective practice, and support for the coordinator of instruction leading these efforts. A replicable model for effective implementation at other institutions is detailed throughout the article.Item Graduate Student Learning and the Development of Programmatic Instruction: A Mixed Methods Needs Assessment(Elsevier Inc., 2023) Riesen, KarleighLibrarians must develop a thorough understanding of the research needs of the communities they serve if they are to provide effective and transformative research and instructional services. A needs assessment is a methodology librarians can use to identify the needs of their community and develop programs of support that most effectively meet those needs. This mixed methods needs assessment study explores graduate student and faculty viewpoints to inform the development of programmatic instruction, research support services, and outreach practices. The multi-directional approach is critical for the identification of graduate student research skills needed for success within their academic programs and professional paths.Item Incorporating Signature Pedagogies into Library Instruction Through Reflective Pedagogy(Johns Hopkins University Press, 2025) Riesen, KarleighLibrarians provide instruction for students across disciplines, each with their own teaching and learning practices. An exploration of signature pedagogies will help librarians develop a deeper understanding of student learning. This article identifies reflective pedagogy as a teaching strategy librarians can use to expand upon this learning by integrating signature pedagogies into the library instruction classroom. A replicable framework is detailed throughout the article to guide librarians as they develop library instruction that uses reflection to contextualize information literacy within a disciplinary lens and help students make connections to their growing knowledge structures.Item Onboarding for Liaison Librarians: Building Community and Practice(Emerald, 2024) Riesen, KarleighThis article describes an onboarding program created for liaison librarians at an academic library and details a replicable framework for effective implementation at other institutions. This article outlines a month-long onboarding program that provides new-to-the-field and experienced librarians with support and structure as they learn the core competencies of liaison work, adjust to a new professional setting and grow in their practice as liaison librarians. Information about onboarding practices across academic libraries, liaison librarianship within the library and information science (LIS) curriculum and the need for onboarding programs that provide a comprehensive overview of core liaison librarianship competencies is provided. Onboarding programs specific to liaison librarians is an underexplored topic. This article emphasizes fostering community and skill development throughout the onboarding process to bolster confidence, engagement and retention.Item Programmatic Instruction for Systematic Reviews: Developing an Interdisciplinary Framework for Instruction and Assessment(Elsevier, 2024) Riesen, Karleigh; Simpson, Lance Michael; Boucher, AlexSystematic reviews are a growing area of faculty and graduate student research. Academic libraries can anticipate more questions from their research communities regarding this advanced research methodology. This article details a framework for developing interdisciplinary programmatic instruction for systematic reviews. Scaffolded workshop series are identified as an effective method for providing this type of research assistance. The use of bibliometric data is identified as an assessment practice librarians can implement to inform programmatic direction and growth. Included within this framework are discussions on building a community of practice to ensure program development is both comprehensive and sustainable. The proposed framework will guide librarians as they develop an instruction program to assist researchers with systematic reviews across disciplines.Item Reflection and Transfer Learning in the One-Shot: Demonstrating Student Learning(Association of College and Research Libraries, 2023) Riesen, Karleigh; Whitver, Sara MauriceLibrary instruction is predicated on the assumption that transfer learning can take place, but how do librarians determine whether transfer is occurring? This study examines the use of reflection as a learning theory within the one-shot library instruction classroom to facilitate metacognition and transfer learning. Through the analysis of student work, researchers demonstrate that students connect past skills with current learning and are able to assess what they know and what they need. This essay provides a framework for applying reflective pedagogy for broad application within the library instruction classroom.Item Reiterative Reflection in the Library Instruction Classroom(Emerald Publishing Limited, 2019) Whitver, Sara Maurice; Riesen, KarleighPurpose: This essay explores the application of reflective pedagogy within a courseembedded library instruction session (as opposed to a semester-long credit bearing course) as a means to foster transfer learning of research practices. Design/methodology/approach: This conceptual essay adapts theories of reflection for transfer learning as found in Composition and Rhetoric literature to the traditional course-embedded library instruction classroom. Findings: The application of reflection as a structured learning construct may have the potential to transform the library instruction classroom into an environment where transfer learning is more likely to take place. Research limitations/implications: Most models for transfer learning are based on semester-long courses and do not take into account the abbreviated context of the traditional library instruction event. This presents a challenge to any adaptation of theory, as library instruction is often an event isolated to one or a few sessions. Practical implications: Providing a structure for reflective pedagogy for librarians who desire to engage students in practices that offer the potential of fostering transfer learning. Originality/value: Librarians are practicing reflective pedagogies in semester-long information literacy courses, but few have used reflection in traditional instruction sessions beyond the documentation of student learning for assessment purposes. This essay provides a theory that extends reflective pedagogies into the traditional library instruction classroom with the hope of fostering transfer learning.Item Strengthening Research Support: Scholarly Communication Training for Liaison Librarians(Taylor & Francis, 2025) Walker, Elaine; Riesen, KarleighThe development of open access reports (OARs) was initiated to equip liaison librarians at an R1 research library with the knowledge needed to assist faculty with scholarly publishing. This initiative responded to an increasing number of scholarly communication-related inquiries from faculty and students, highlighting the need for more training in this area. The literature indicates a growing recognition of scholarly communication as a core competency for liaison librarians. While librarians have been integrating these competencies into their practices, there remains an ongoing need for training and development. The study involved creating 16 OARs tailored to specific academic disciplines, utilizing a combination of free and subscription resources to compile data on publishing practices and citation insights. Surveys conducted before and after the dissemination of the reports evaluated the impact on librarians' knowledge and confidence levels. The findings suggest that developing scholarly communication literacy among liaison librarians can improve their confidence and effectiveness in supporting faculty publishing practices. The collaboration between liaison librarians and the Scholarly Communications Librarian is essential for fostering partnerships with faculty and enhancing the library's role in research support.