Presentation Type
Lightning Talk
Abstract
Description: Advocates of student-centered instruction advise instructors to act as facilitators to active learning. I will discuss how I used a modified version Kolb’s Experiential Learning Framework to develop workshops that guide students to reflect, explore, and apply their knowledge, leaving the instructor in a guiding role.
Abstract: While the CSULB Library has library instruction integrated in many courses, students receive varying levels of library instruction based on their individual paths. To address these gaps, I developed a series of workshops that break down the steps of academic research and provide a session for each step. The titles of the sessions are transparent, such as How to Read a Research Article, so students have a clear expectation of what they will learn and can seek help when it is needed. These transparent titles also encouraged faculty to request additional library instruction.
The workshops are grounded in a modified version of Kolb’s Experiential Learning Framework[i], which emphasizes reflection, exploration, and application. I used these three pillars to design activities that encouraged students to embrace and build upon their own knowledge.
In this presentation I will discuss how Kolb’s framework shaped the design of these workshops and share lessons learned from the pilot sessions in Fall 2025.
[i] Rath, D. R., & Rock, C. R. (2021). Applying Kolb’s experiential learning framework to investigate the safety of energy drinks in a critical thinking general education course. Journal of Food Science Education, 20(4), 228–237. https://doi.org/10.1111/1541-4329.12229
Using Kolb’s Experiential Learning Framework to Create Student-Centered Library Instruction
Description: Advocates of student-centered instruction advise instructors to act as facilitators to active learning. I will discuss how I used a modified version Kolb’s Experiential Learning Framework to develop workshops that guide students to reflect, explore, and apply their knowledge, leaving the instructor in a guiding role.
Abstract: While the CSULB Library has library instruction integrated in many courses, students receive varying levels of library instruction based on their individual paths. To address these gaps, I developed a series of workshops that break down the steps of academic research and provide a session for each step. The titles of the sessions are transparent, such as How to Read a Research Article, so students have a clear expectation of what they will learn and can seek help when it is needed. These transparent titles also encouraged faculty to request additional library instruction.
The workshops are grounded in a modified version of Kolb’s Experiential Learning Framework[i], which emphasizes reflection, exploration, and application. I used these three pillars to design activities that encouraged students to embrace and build upon their own knowledge.
In this presentation I will discuss how Kolb’s framework shaped the design of these workshops and share lessons learned from the pilot sessions in Fall 2025.
[i] Rath, D. R., & Rock, C. R. (2021). Applying Kolb’s experiential learning framework to investigate the safety of energy drinks in a critical thinking general education course. Journal of Food Science Education, 20(4), 228–237. https://doi.org/10.1111/1541-4329.12229