More of the same? Understanding transformation in tablet-based academic library instruction.

Abstract

Academic librarians have shared their experiences with tablet computers, but few examine how librarians use tablets in their instruction design. While the education literature provides technology integration models, the nature of library instruction requires adapting these models to the library classroom. After reviewing literature related to tablets in library instruction and a number of technology integration frameworks, this article demonstrates an application of the Substitution, Augmentation, Modification, Redefinition framework to analyze observations of an iPad-equipped classroom at a university library. Demonstrating this use of a framework provides an approach to technology integration and continues the discussion about tablets’ potential to promote innovative pedagogy.