Trading the Value of Information for Student Inquiry

Built on providing a level of predictability and reducing cognitive load, the idea behind this LibGuide resource was to create a potential service model that, at its core, is based on the "Information Has Value" frame and metacognition. What eventually went from being a general college-level library research guide to one that is now titled "College-level Library Source Recommendation and Research Sprint Guide," its intended use is as a flexible tool in or outside of one-shot information literacy lessons. 

With the original aim of lending flexibility and innovation at the reference desk or otherwise remotely, the model behind the design seeks to provide a wider and lower net for adoption and use by students and faculty through its incorporation in a range of LibGuides. It is currently available at different points of need such as separate course and subject guide lists and has been picked up by faculty (for use in online course shells or otherwise) who would like to get it in front of their students. Considering a subject-liaison model within the library, it is anticipated that wider employment of this model with further facilitate "triaging" requests between librarians from wherever they may be working.

A flipped model from the beginning, it was soon realized that there is room for including aspects of this guide during in-person or remote IL delivery as is the case with a dual English 1010-1020 Research as Exploration Guide that will incorporate it this spring. The lesson outline is attached to this resource. Including the "Research Sprint" alongside characterizing research as exploration seemed like a nice extension of that metaphor. This new iteration of the research/teaching guide also leaves students with a couple of more built-in resources that they can use in our outside of coming in with their class. This goes back to trying to reduce cognitive load and meet students where they are. 

As a potentially easy to adopt resource, having something that is flexible and can be used rather widely presents potential opportunities to create more info graphics outside of the NoteBookLM-generated "Research Smarter, Not Harder: Meet Your Library Street Team" graphic. With this potentiality, it seems feasible to explore ways to forward or present this resource to faculty during "Welcome Back Week" presentations or other opportunities at a 2-year college. A mid-week in-person and remote relay that follows the dual "inquiry" and remote "evaluation/use" steps has been established in anticipation of any formal future adoption.  To make its use relevant to students and faculty alike--at their different points of need--the 2-day "Research Sprint" aspect of this guide includes a tab that aligns the activity with the college's "Use Information to Conduct Research" ISLO by outlining an "Evidence of Inquiry" and a metacognitive "Researcher Self-Assessment Survey" at the end. 

Attribution Statement:

The service model, pedagogical scaffolding, and 'Street Team' branding in this guide were developed by Hanz Olson. Gemini (a large language model by Google) was utilized as a collaborative design partner to assist in synthesizing the ACRL 'Information Has Value' frame with local institutional learning outcomes, refining the narrative for faculty outreach, and brainstorming visual metaphors for student engagement.