Table Of ContentInnovation and
Experiential Learning
in Academic Libraries
INNOVATIONS IN INFORMATION LITERACY
About the Series
This series for librarians and information literacy instructors provides information
on the newest ideas and findings emerging from the field of information literacy,
from teaching methods to emerging technologies to promising collaborations.
Books in the series engage in dialogues surrounding matters that are both con-
ceptual and practical to librarians and instructors who are interested in teaching
information literacy with local, cross-cultural, and international appeal.
The books are aimed at librarians at all types of institutions, from academic to
public libraries, and also to non-library faculty members and teachers who are inter-
ested and invested in the conversations and advancements in information literacy.
About the Series Editor
The Innovations in Information Literacy series was conceived by and is edited
by Trudi Jacobson, MLS, MA, distinguished librarian and head of the Information
Literacy Department, University at Albany Libraries.
Trudi Jacobson co-chaired the ACRL Information Literacy Competency Stan-
dards for Higher Education Task Force that created the ACRL Information Literacy
Framework for Higher Education. She received the Miriam Dudley Instruction
Librarian of the Year award in 2009.
Titles in the Series
Developing Dynamic Intersections between Collection Development and Information
Literacy Instruction By Amanda Scull
Teaching with Digital Badges: Best Practices for Libraries Edited by Kelsey O’Brien
and Trudi E. Jacobson
Transforming Academic Library Instruction: Shifting Teaching Practices to Reflect
Changed Perspectives By Amanda Nichols Hess
Engaging Undergraduates in Primary Source Research By Lijuan Xu
Innovation and Experiential Learning in Academic Libraries: Meeting the Needs
of Today’s Students Edited by Sarah Nagle and Elías Tzoc
Innovation and
Experiential Learning
in Academic Libraries
Meeting the Needs
of Today’s Students
Edited by Sarah Nagle and Elías Tzoc
ROWMAN & LITTLEFIELD
Lanham • Boulder • New York • London
Published by Rowman & Littlefield
An imprint of The Rowman & Littlefield Publishing Group, Inc.
4501 Forbes Boulevard, Suite 200, Lanham, Maryland 20706
www.rowman.com
86-90 Paul Street, London EC2A 4NE
Selection and editorial matter © The Rowman & Littlefield Publishing Group, Inc., 2022
Copyright in individual chapters is held by the respective chapter authors.
All rights reserved. No part of this book may be reproduced in any form or by any electronic
or mechanical means, including information storage and retrieval systems, without written
permission from the publisher, except by a reviewer who may quote passages in a review.
British Library Cataloguing in Publication Information Available
Library of Congress Cataloging-in-Publication Data
Names: Nagle, Sarah, 1985– editor. | Tzoc, Elías, 1976– editor.
Title: Innovation and experiential learning in academic libraries : meeting
the needs of today’s students / edited by Sarah Nagle and
Elías Tzoc.
Description: Lanham : Rowman & Littlefield, [2022] | Series: Innovations in
information literacy | Includes bibliographical references and index. |
Summary: “Innovation and Experiential Learning in Academic Libraries
addresses the multitude of ways that academic librarians are
collaborating with faculty and helping students develop these enduring
skills by developing and integrating active and experiential learning
approaches into teaching activities”— Provided by publisher.
Identifiers: LCCN 2021052266 (print) | LCCN 2021052267 (ebook) | ISBN
9781538151846 (paperback) | ISBN 9781538151853 (epub)
Subjects: LCSH: Academic libraries—Relations with faculty and
curriculum—United States. | Information literacy—Study and teaching
(Higher)—United States—Case studies. | Experiential learning—United
States.
Classification: LCC Z675.U5 I5753 2022 (print) | LCC Z675.U5 (ebook) |
DDC 027.7—dc23/eng/20211203
LC record available at https://lccn.loc.gov/2021052266
LC ebook record available at https://lccn.loc.gov/2021052267
The paper used in this publication meets the minimum requirements of American
National Standard for Information Sciences—Permanence of Paper for Printed Library
Materials, ANSI/NISO Z39.48-1992.
Contents
Series Editor’s Foreword vii
Trudi Jacobson
Introduction ix
Jerome Conley
Section 1: Innovation and Leadership
1 Planning, Advocating, and Fostering Creativity and Innovation 3
Elías Tzoc
2 Leadership for Innovation: Strategies and Considerations 17
Bohyun Kim
3 Bringing Experiential Learning to Campus: How to Develop Partnerships
and Implement Immersive Learning Experiences 33
Chris Holthe and Andrew See
Section 2: Examples and Case Studies
4 Leading by Design: Building an Experiential Studio to Support
Interdisciplinary Learning 53
Emily S. Darowski, Matt Armstrong, and Leanna Fry
5 Creative Deconstruction: Using Zines to Teach the ACRL Framework 71
Stefanie Hilles
6 LEGOTM, the Library, and a Mastodon Tusk: Undergraduate Research
Partnerships in Chemistry 89
Anne Marie Gruber and Dr. Joshua Sebree
v
vi Contents
7 Out of the Archives: Making Collections Accessible through the
Implementation of a 3D Scanning Lab 107
Kristi Wyatt and Dr. Zenobie S. Garrett
8 Collaborative Implementation of a Semi-Automated 3D Printing Service 123
Amy Van Epps, Matt Cook, and Susan Berstler
9 Making Space for Non-Traditional Makers 139
Annalise Phillips and Jennifer Brown
Section 3: Future Literacy Developments
10 Maker Literacy, Metaliteracy, and the ACRL Framework 159
Sarah Nagle
11 Off the Cutting Edge: Lessons Learned from Centering People
in Creative Technology Spaces 173
Kelsey Sheaffer, Oscar K. Keyes, Eric Johnson, Jason Evans Groth,
Vanessa Rodriguez, and Emily Thompson
12 Developing an Engati-Based Library Chatbot to Improve
Reference Services 189
Shu Wan
Index 201
About the Editors and Contributors 205
Series Editor’s Foreword
Trudi Jacobson
Innovation, creation, experience, transformation, creativity, and partnerships: these
are the focus of this remarkable collection of inspiring ideas in the form of chapters.
You may crave innovative approaches to effective teaching and library services that
meet the needs of students and other patrons. You may have heard or read about
remarkable programs instituted elsewhere that you would like to explore for your
institution. You may be a library administrator planning to advocate for innovation.
You may fit in multiple categories. And, chances are, you work in a library experienc-
ing a range of impacts wrought by COVID-19 and the pandemic. Whatever your
reason for opening this book, you will find it filled with innovative ideas.
Many of the chapters provide concrete information that will help to formulate
a similar initiative. The chapters might also spark ideas for a program, a class, or a
service that meets the needs of your institution and your students. These sparked
ideas may have little to do with that chapter’s topic—the author(s) may have written
something that generates an idea that takes you in a whole new direction.
I will keep this foreword short because I have several things that I would like to
ask you to move on to:
First, look through the table of contents, find a handful of chapters that jump out
at you, and read them. I warn you—you may have a difficult time selecting just a
few to start with.
Second, invite your colleagues to read one or more of these chapters as well. Next,
form a group to discuss them. What was most inspiring? What would you like to
try to implement? What lessons will you need to keep in mind? But do not stop at
discussion: start drafting a plan to move the ideas you think to be the most promis-
ing from concept to fruition. And perhaps you might involve students and other
stakeholders in your planning. This step will take time and effort, but it will be an
exciting endeavor.
vii
viii Trudi Jacobson
The following two steps come later. Once you have built your own library’s in-
novative [fill in the blank], please write to the chapter author(s) to let them know
what their chapter brought about. Then, start thinking about sharing what you have
done with others to keep the process going!
Trudi E. Jacobson
Series Editor
Innovations in Information Literacy
September 10, 2021
Introduction
Jerome Conley
Nearly two decades ago, I wrote an article with some library colleagues that exam-
ined the framework of the Kano Model when compared against library services.
The model was developed by Dr. Noriaki Kano in 1984 during his time as a
professor of quality management at the Tokyo University of Science. Our article
discussed the various categories (Basic, Excitement, and Performance) of the model
as applied to the customer expectation, experience, and satisfaction. An organiza-
tion had to meet the basic level of a customer’s expectation or the customer would
be dissatisfied and seek out other opportunities elsewhere. Ultimately, the entity
needed to develop the “Excites” that would provide the customer with a height-
ened and possibly an unexpected experience. Although the “Excite” phase provides
the customer with a new experience, this experience becomes ubiquitous over time
and becomes a basic expectation of the customer. Therefore, entities must continue
to evolve and offer new “Excites.”
In many ways the experiential learning experience is a prime example of what
Dr. Kano envisioned nearly four decades ago. I remember a colleague discussing
the need for us to secure a 3D, full-color printer nearly a decade ago. I had no idea
what he was talking about, but he articulated with passion for us to partner with our
mechanical engineering and nursing college on a state-led grant in order to provide
this service to our community. I couldn’t say no. We got the grant, and our offerings
in this space have grown immensely over the years. Things definitely have evolved
since that first 3D printer. This book highlights some of the great ways in which in-
novative academic library services have evolved over the years, and it offers glimpses
of what the future may hold for libraries, maker/creative industries, and for our
users. Libraries must continue to push the envelope on ways to deliver this exciting
technology or the user will become dissatisfied, and you know what happens when
the basic expectation isn’t met: they take their business elsewhere. As I examined the
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