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Bringing the Librarian to Online Courses: Cognitive, Social, and Teaching Presence

Bringing the Librarian to Online Courses: Cognitive, Social, and Teaching Presence

Nancy Weissman, Karen Swan
Copyright: © 2013 |Pages: 19
ISBN13: 9781466636880|ISBN10: 1466636882|EISBN13: 9781466636897
DOI: 10.4018/978-1-4666-3688-0.ch010
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MLA

Weissman, Nancy, and Karen Swan. "Bringing the Librarian to Online Courses: Cognitive, Social, and Teaching Presence." Advancing Library Education: Technological Innovation and Instructional Design, edited by Ari Sigal, IGI Global, 2013, pp. 153-171. https://doi.org/10.4018/978-1-4666-3688-0.ch010

APA

Weissman, N. & Swan, K. (2013). Bringing the Librarian to Online Courses: Cognitive, Social, and Teaching Presence. In A. Sigal (Ed.), Advancing Library Education: Technological Innovation and Instructional Design (pp. 153-171). IGI Global. https://doi.org/10.4018/978-1-4666-3688-0.ch010

Chicago

Weissman, Nancy, and Karen Swan. "Bringing the Librarian to Online Courses: Cognitive, Social, and Teaching Presence." In Advancing Library Education: Technological Innovation and Instructional Design, edited by Ari Sigal, 153-171. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-3688-0.ch010

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Abstract

This chapter explores the way one librarian is bringing real-time, personalized instruction to students in online classes to engage them dynamically with their library and provide the best possible learning experiences. The discussion is grounded in the Community of Inquiry (CoI) framework, perhaps the most widely accepted model of online learning, and suggests that learning online is supported by three “presences”: cognitive, social, and teaching. The model and each presence are discussed first, followed by virtual library instruction being introduced. Virtual library instruction is seen as the way to ensure equity in providing library services for fully online students and, specifically, information literacy instruction. The authors discuss how virtual librarians can use cognitive, social, and teaching presence to make their instruction more effective. Specific tools, strategies, and best practices are presented, as are general recommendations for similar development.

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