Classroom discourse. The language of teaching and learning

Abstract

Both students and librarians evaluated face-to-face research consultations scheduled in an academic library. The survey asked both participants to rate usefulness of the interaction and to mark a list of the resources that were used. Results showed that librarians frequently underestimated the effectiveness of the consultation, a phenomenon known as provider pessimism, and that students were confused by the library terminology used for resources. Research consultations are potentially important “teaching moments” as long as students and librarians speak the same language and librarians verify learning outcomes using communication cues during the consultation.