Text analysis has emerged as an invaluable tool for scholars, especially in the humanities and social sciences. In recent years, there has been extensive research published on various applications of text analysis, including user experience sentiment analysis, image analysis, and visual mapping techniques. Furthermore, text analysis provides a framework to identify patterns, organize and categorize themes of sacred and religious documents, and advance the understanding of religious studies and theological librarianship.
This presentation explores how text analysis and visualization tools were integrated into library instruction sessions in a pilot project tailored for engineering and business students. The presentation is structured in three sections: First, alignment of library instruction with class assignment learning objectives emphasizes interdepartmental collaboration and deepens understanding of learners’ backgrounds and competencies. Second, the pedagogical framework includes a lesson plan model highlighting the significance of student participation; this approach, grounded in the ACRL framework Information Creation as a Process, reinforces inquiry-based learning. Third, methodological implications introduce text analysis methods for instructors aiming to incorporate visualization literacy into their teaching practices.
The presentation concludes with an overview of the findings, comparing and contrasting data to demonstrate innovative pedagogical approaches in library instruction. The results highlight how text analysis tools can alter traditional library instruction into more engaging, data-driven learning experiences for learners. This initiative enhances students’ understanding of library resources, broadens their perspectives on research, and empowers them to critically analyze resources. The insights gained from this project demonstrate a pedagogical model for librarians and faculty seeking to integrate digital tools into library instruction.
Learning Outcome
-Text analysis tools in library instruction enhance students’ information literacy skills and foster critical engagement with digital resources. -Integrating the ACRL framework into text analysis library instruction strengthens students’ research perspectives and motivates participation in scholarly discourse. -Library-faculty collaborations bolster discipline-specific leaning opportunities through text analysis coursework projects.
Audience Engagement
The presentation will offer participants with a structured lesson plan model demonstrating how to implement this pedagogical approach in the library instruction classes. Building from theoretical foundations in text and visual literacy, participants will explore practical strategies to adapt these methods to their specific courses.
