A scenario‐based approach to credit course instruction

Abstract

What would a library credit course look like if the syllabus and course content were based on the type of daily questions that undergraduate students regularly present to librarians at the reference desk? The scenario‐based approach to credit course instruction integrates such real‐life situations into its syllabus. Examples of such scenarios include determining if a library owns materials on a reading list or bibliography; using a subject‐specific database to find articles from peer‐reviewed journals; finding reviews of books on a reading list; “packaging” a list of citations and then sending it via e‐mail to a home account; and creating a personalized “library gateway” through a Web authoring exercise. This article includes the advantages and disadvantages of this approach, and student evaluations from such a course. A course Web page is available at http://libweb.uoregon.edu/subjguid/lib101/

Citation

Frantz, P. (2002), "A scenario‐based approach to credit course instruction", Reference Services Review, Vol. 30 No. 1, pp. 37-42. https://doi.org/10.1108/00907320210416528