Point-of-Need Research Instruction in the LMS: Best Practices for Providing Information Literacy Performance Support to Online Graduate Students
Bibliographic record
Abstract
Large online programs with thousands of students require efficient and scalable responses to information literacy instruction. Taking a cue from the field of performance support, distance education librarians can create resources that are strategically embedded in online subject curricula at the point-of-need. Point-of-need instruction answers learner questions preventatively and improves librarian and learner efficiency. By providing point-of-need performance support in the learning management system (LMS), students can receive targeted instruction for frequently asked questions and complete assignments while gaining research skills. This pedagogy also benefits faculty librarians, allowing them to effectively instruct hundreds or thousands of students simultaneously and providing more time for longer, topic-specific one-on-one research instruction. Librarians at Concordia University Portland provide point-of-need performance support for more than 6,000 online graduate students.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.043 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.005 | 0.005 |
| Open science | 0.004 | 0.003 |
| Research integrity | 0.002 | 0.001 |
| Insufficient payload (model declined to judge) | 0.007 | 0.006 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".