Cloning ourselves: One librarian’s experience
Library instruction is on the increase, due in part to the information literacy movement, the acceptance of course- integrated instruction and the increasing complexity of research tools. Library instruction has become an accepted facet of the academic instruction environment. As demand for instruction grows, instruction librarians balance the dilemmas of demand and staffing with the purpose to serve all comers. Such demand is certainly a marker of success, but this leads to scheduling conflicts as library instruction generally falls within several optimal time periods throughout a semester or quarter and in a limited number of time slots. Filling instruction requests as a priority impacts the librarian’s time for library service and campus responsibilities, collection development time, reference hours and professional development. Early solutions consisted of print-based handouts and workbooks and have progressed to electronic versions of the same handouts, but the increase in technologies in recent times provides a new set of solutions to academic instructional needs using various applications. One of these solutions is to clone the librarian through virtually-delivered asynchronous instruction.