Creating a New Mix: Designing and Delivering Targeted Library Instruction Using a Variety of Approaches

Poster Description: In the first full semester of the pandemic, two librarians experimented with a number of modalities and learning elements, including a Libguide with embedded asynchronous recordings, surveys for formative assessment, and a live online instruction session for a Psychology course. Staying flexible and open to collaboration proved essential for success.

Poster: Direct link to the poster.

Presenter Name(s): Laurel Scheinfeld, Chris Kretz

Presenter Bio: Laurel Scheinfeld is a Health Sciences Librarian at Stony Brook University and serves as the Library Liaison to the School Of Social Welfare and the Long Island State Veterans Home. She holds an MLIS degree from Long Island University and can be reached at

Chris Kretz is the Head of Academic Engagement at Stony Brook University and Librarian Liaison to the School of Professional Development, the MFA in Creative Writing, and the Psychology Department. He holds an MLS degree from CUNY Queens College. His email is

Presenter Email:,

5 replies on “Creating a New Mix: Designing and Delivering Targeted Library Instruction Using a Variety of Approaches”

I really liked the use of the assessment tool to direct your synchronous instruction. How did you find the participation rate/were incentives given by the faculty member to complete the assignment?

Thanks Joy for your comment and questions. The participation rate was pretty good. There were 16 students in the course and 13 submitted the assessments. The faculty member instructed the students to watch the tutorials and complete the assessments, but I don’t think there were any additional incentives given.

I’m interested in the precipitous drop in use with the non-synchronous version! Do you know if the instructor just offered it as a resource vs an assignment? or do you think without an upcoming live session studenst were less invested?

Hi Abby – thanks for the question. We’re not quite sure how the guide was pitched to the students the second time around but I’m sure the professor thought they would learn from it even without the synchronous element. We just were surprised by it at the time and hadn’t designed it for that kind of use.

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