A Journey Worth Taking: Exploring a Hybrid Embedded Library Instruction Model Through Three Distinct Cases

Area of Science:

• Health Sciences Education
• Information Literacy Instruction

Background:

• Traditional one-shot library instruction sessions have limitations for systematic learning.
• Need for enhanced relevance and effectiveness in academic library instruction.

Purpose of the Study:

• To design and implement a hybrid embedded instruction model for health sciences students.
• To explore variations of hybrid instruction combining different pedagogical approaches.

Main Methods:

• Implemented a hybrid embedded instruction model at the University of Oklahoma Health Sciences Center.
• Incorporated face-to-face interactions, online content, flipped instruction, and consultations.
• Facilitated collaborative teaching between course faculty and librarians.

Main Results:

• The hybrid model addresses limitations of conventional library instruction.
• Enhanced relevance of library instruction for undergraduate students and residents.
• Highlighted benefits of collaborative teaching in academic settings.

Conclusions:

• The hybrid embedded instruction model offers a systematic approach to library learning.
• This model effectively integrates diverse teaching strategies for improved user engagement.
• Collaborative teaching between faculty and librarians strengthens the impact of library instruction.