Poster Description: The pandemic presented an opportunity to transform traditional one-shot library instruction for foundational learning courses at Penn State. Penn State librarians pivoted to an asynchronous module which allowed them to maintain a presence in a required rhetoric and composition class in a way that is inherently scalable with insights into student thinking.
Presenters Names: Dawn Amsberry, Penn State; Anne Behler, Penn State; Victoria Raish, Penn State; Emily Rimland, Penn State
Presenter Bios: Dawn Amsberry is an instruction librarian at Penn State University and serves as the Libraries liaison to the English as a Second language program. Her research interests are diversity and inclusion in libraries, library services for international students, and accessibility for library users with disabilities. Her email is email@example.com.
Anne Behler is an Information Literacy Librarian and Instruction Coordinator at Penn State, where she leads curriculum development for foundational information literacy instruction. Behler’s research interests include digital badges, experiential learning, library orientations, and leadership. Behler is active in ACRL and the Council for Adult and Experiential Learning (CAEL.)
Victoria Raish is the Online Learning Coordinator at Penn State. Her research interests are qualitative research, particularly phenomenography, as well as the student lived experience. She works with all sorts of technologies for learning but always puts the science of how people learn first. She is active within DOLS and within IMS Global.
Emily Rimland is an Information Literacy Librarian and Learning Technologies Coordinator at Penn State. Her research interests include teaching and learning with technologies, focusing on digital badges. She founded the ACRL Digital Badge Interest Group and has been a Teaching and Learning with Technology Faculty Fellow. Her email is firstname.lastname@example.org.