Home » Distance Library Instruction Virtual Poster Session (Spring 2019) » Going Online Again from the Other Side


ACRL DLS Chair: Natalie Haber
Vice-Chair: Amanda Ziegler
Secretary: Stephanie Espinoza Villamor
Archivist: Andrea Hebert
Webmasters: Katie Stewart and Matthew Stevons (dlswebcontact@gmail.com)
Members-at-Large: Karla Aleman and Jennifer Rundels

Going Online Again from the Other Side

This poster is part of the Distance Library Instruction Virtual Poster Session hosted by the ACRL DLS Instruction Committee. We encourage you to ask questions and engage in discussion on this poster! Authors will respond to comments between April 1-5.


Daniel Smith, Garrett-Evangelical Theological Seminary

Poster Description:

Making the transition from online, library student, to in-person and online librarian is challenging and rewarding. This poster explores the connection between these two experiences, by intentionally reflecting upon what worked and what did not work, in order to better inform the design of a new online library instruction plan.


(Click the pop-out icon in the upper right corner to enlarge)

About the Presenter

Daniel Smith is a queer, theological librarian with a background in religion, philosophy, history, and education. He is passionate about helping all students navigate information and harnessing the potential of information to transform. Currently, this involves designing an online library instruction plan from the ground-up, which is very exciting and challenging.


  1. Hi Daniel-
    Thank you for sharing your reflections on your experience as a student participating in online learning.
    One word that jumped out to me from your poster was “relevant”. I think this word is really important, because many times instructors and students don’t connect IL instruction with the actual doing of assignments or implementing in their future career (consequently not seeing it as relevant).
    I’m an embedded librarian and often have the luxury of providing IL instruction that is tied to an assignment the student is doing in their area of study, so I hope the relevance is more apparent.
    With the way that many librarians may work, providing IL instruction in orientations, one-shots, or stand alone courses, how would you highlight or convey the relevance of IL instruction? Particularly, in an online setting where it may be seen as “nice to know”, not “need to know”?
    Best, Jenni CityU Seattle

  2. Thanks so much for your comment, Jenni. I find that creating relevant assignments is so much easier than hypothetical ones. Like you, I am embedded in an online class. I find that connecting with faculty is the best way to convey and highlight the relevance of IL instruction. I have found that connecting with one faculty member will grow your impact and reach. One success gives you the reputation (social capital) to then engage with other faculty. By making the IL relevant, I have found that faculty are more persuaded and more open to possible partnerships.

  3. I like this poster a lot- great information. Do you think you can comment a little more on what constitutes as “Inappropriate online teaching styles”?

    • Thank you for your words of affirmation, Natalie. I am so glad that this was useful for you. As for inappropriate online teaching styles, I had a couple of professors who tried to treat the online classroom just like an in-person classroom. They lectured the majority of the time and did not use the tools for interaction that were at their disposal, like chat, polls, small groups, etc. As a result, the class did not feel connected as a learning community, and there was no sense of working together. Along the same vein, I also had professors who spent the majority of class in the opposite extreme where it was almost entirely chat and small group work, with little to no lecture or teaching from the professor. While this seemed to work better, as long as you had done the reading and assignments, this extreme also was not well suited for the online classroom. I think that teaching in the online classroom require adaptations and moderation. You cannot simply pretend that it’s an in-person classroom and use the same techniques. At the same time, you cannot totally abandon all teaching to the fancy gadgets and tools that are availed through online learning. It is a balancing act of sorts, where the teaching a learning is communal and connected. Does that make more sense?

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