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The library faculty teaches approximately three hundred one-time instructional classes per year. This study explored the role of the library instructor in support of serving the needs of first-year writers (FYW) in a discourse community (DC). The English faculty teach English Composition I, the FYW develop their writing skills in a community with shared goals and an established means of communicating. This qualitative study explored: (1) in-depth experiences of the English faculty during library one-time instructional classes; (2) their perceptions of what students need most, in the new curriculum; (3) new findings that would guide the design of digital tools to further support students’ academic success. The study aimed to analyze the data using thematic coding. Results indicated that there were many priorities for a seventy-five-minute, one-time instructional library class. Therefore, there was a need for digital tools to extend the resources available to students to improve their acquisition of information literacy skills. In conclusion, the study highlighted the English faculty perspective of what their students need from the one-time instructional sessions. The research was unintentionally conducted during the COVID-19 pandemic, therefore teaching and learning took place remotely. The author gained invaluable insights to the development of digital learning tools.


This article was originally published in The Christian Librarian.



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