Home » Distance Library Instruction Virtual Poster Session (Spring 2019) » What Do We Do Now? Using Multiple Datasets to Improve Online Library Instruction


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Vice-Chair: Amanda Ziegler
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Members-at-Large: Karla Aleman and Jennifer Rundels

What Do We Do Now? Using Multiple Datasets to Improve Online Library Instruction

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.


Rebeca Peacock, Boise State University; Heather Grevatt, Boise State University; Lindsay Marsh, Boise State University and College of Western Idaho; Shelly Doty, Boise State University

Poster Description:

“What do I do now?” is perhaps a question you have asked yourself after implementing an online library tutorial. Learn how a library is analyzing a wide range of assessments, LMS analytics, and data collected using the ARCS model to answer that question and improve the instruction for future iterations.


(Click on the yellow “Start” icon to begin. Click the expander icon in the bottom right corner to enlarge the poster.)

About the Presenters

Rebeca Peacock is an Instructional Designer and Assistant Professor, Librarian at Boise State University. She has an MEd in Instructional Design and Technology from Wayne State University and an MSLIS from Syracuse University. She has been involved with instruction and instructional design, with a focus on eLearning for a decade.

Heather Grevatt is an Assistant Professor, Librarian in the Instruction and Research unit at Boise State University. She holds an MLIS from San Jose State University and a BA in Teaching English from Chapman University. She has a decade of public and academic library experience focusing on user services.

Lindsay Marsh is a reference and instruction librarian at Boise State University and College of Western Idaho. She has an MLIS from the University of Denver and has been involved with instruction, assessment and collection development for five years.

Shelly Doty is an associate academic program coordinator at Boise State University. She has spent 28 years at the library with an increasing focus on instruction over the last seven years.


  1. While I appreciated the content of this poster, I think what I liked most was the format! I haven’t used Genially or Infogram before. Do you use these a lot at your institution? Have you made learning objects using these tools?

    I’d also love to hear more about the course you designed, because the gamification pieces are interesting! Do you have information about the course itself anywhere?

    • Hi Jennifer!

      Thank you! We had a lot of fun with Genially and Infogram. I (Rebeca) often take opportunities such as this to experiment with tools and so I have only used Infogram to create a graphic for the micro course. I want to look into using Genially in other ways but am working with our Educational Access Center to put it through some accessibility paces first before fully implementing it.

      Because we’ve treated this last year as a pilot, we do not have much public-facing information about the course but will likely have more after we’ve finished this initial review and revision process. I would be delighted to talk about it more in-depth one-on-one if you are interested! It has been a fascinating experience, and we are looking forward to seeing it mature!

  2. This poster did not come up within Chrome (display of “perpetual whirligig”) but did within Firefox. Is this a plug-in issue?

    • Hi Nancy,

      Not that I know of. We have been using Chrome without any issues but technology is fickle. I’m please Firefox worked at least.

  3. This is an interesting way of presenting what multimedia/gaming technology to share this interesting topic. I am currently using Goggle Chrome.

    • Thank you, Linda! Rebeca was the one who found Genial.ly and thought it might work well for the digital poster session environment. We’re hopeful we’ll be able to incorporate it into instruction, though as Rebeca mentioned above our campus (rightfully) has very stringent accessibility standards for software/apps that will be used for general instruction to all students. It is in review with our campus IT staff now so maybe that will be something we can talk about it the future; balancing innovative instructional apps with the need for universal design and accessibility.

  4. I am waiting to hear whether I will be co-teaching a similar course in the fall. If I am accepted, I will use your concepts for the class.

    • That’s wonderful, Isabel! Some suggestions I might make based on what we’ve found so far:
      – The post-instruction reflection that we are coding and partially using for confirmation of the ARCS model in our design doesn’t address well the A or C in the reflection prompt. If you know you’ll use this type of assessment, definitely make sure the questions you are asking account for all parts of the model. We are iterating this going forward.
      – Work with your human subjects research compliance specialists early and often to make sure you are allowed to conduct any assessment you are interested in, especially if you want to publish or present on the data (everything you see here is currently covered under an IRB).
      If you have any questions as you develop your course, don’t hesitate to reach out to us!

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