Best Practices for Library Instruction at OSU Libraries

The following list of best practices is adapted for OSU Libraries from Best Practices for Library Instruction (University of Maryland Libraries).  The Teaching & Learning Committee encourages instructors to use these practices in their library instruction pursuits.

Before a class

• Respond to requests for instruction within two business days after receipt of message.
• As appropriate, schedule a library classroom with an appropriate amount of seating and state the equipment needed during the instruction session.
• Conduct pre-assessment of students' backgrounds, needs, and preferences, either before or at beginning of class.
• Discuss the learning goals, content, and format of class with the professor.
• Define learning goals clearly.
• As appropriate, prepare supporting class materials: handouts, exercises, or other.
• As appropriate, create Web-based teaching outlines and ask professor to link to them from her/his online syllabus or Carmen.  If appropriate, develop a Carmen Library Link specifically for the course before the quarter begins.
• Design for active learning in the classroom.
• Organize presentation and class materials in a clear and logical sequence.
• Prepare for visual, aural, reading, and kinesthetic learning styles.
• Learn how to use classroom equipment (computer, projector, etc.), as well as procedures for troubleshooting and getting assistance while class is in session.
• If distributing wireless laptops for students to use in the session, make sure students come with a OSU Wireless Account username and password.

During a class

• Introduce self and welcome students.
• At beginning of class:
• Preview content.
• Explain how session will be conducted and why (expected outcome).
• Describe the value of the class.
• Speak directly to students; do not read a script or paper.
• Show enthusiasm for subject.
• Emphasize main points; eliminate unnecessary detail.
• Emphasize concepts, not procedures.
• Relate smaller pieces to each other and to the big picture.
• Be flexible about changing teaching plan while class is in progress.
• Allow for questions and interruptions.
• Solicit questions and wait a sufficient amount of time for students to respond.
• Manage difficult students so they do not disrupt the class.
• Cope with technical failures or other emergencies.
• Repeat important information in a variety of ways.
• Build appropriate activities into session that show whether students have achieved learning goals.
• Know limitations and say, "I do not know but will look into it," or refer students to other experts.

At end of class

• Summarize the content.
• Have a final call for questions.
• Tell students how to follow up with you or other library staff after class.
• Assess student satisfaction.
• Assess student learning.
• Give additional handouts and materials to professor if students were absent.
• As appropriate, distribute Student Evaluation of Teaching  and arrange for someone in the class to distribute, collect responses, and mail them.

After a class

• End class on time, especially if another class is following immediately.
• If no class is following, turn off projector and log off (do not shut down) computer.
• Restore the room to good order: chairs arranged, trash collected, lights out.
• Assess professor's satisfaction.
• Report problems with technological equipment via the IT Service Request Form.
• Report non-technology problems (maintenance, custodial, supplies, etc.) to the building coordinator for the location where the room is located.

Outside of classes

• Promote library instruction to appropriate target departments.
• Take initiative with professors for specific classes that involve student research papers, projects, or proposals.
• After conducting a particular class during one quarter, offer to do it again for subsequent quarters it is offered.  Check the Registrar’s Master Schedule for current and next quarter’s course offerings.
• Improve teaching skills by participating in development activities (workshops, conferences, speakers, webinars, reading, and discussing literature)
• Visit other librarians' classes to gain ideas and insights about teaching. Solicit feedback from peers when co-teaching, or invite peers or member of Teaching and Learning Committee to observe.
• If appropriate, keep up with subject knowledge, literature, and resources in particular field/discipline.
• Maintain and build knowledge of library collections and databases, services, and policies, and Web resources.