#selfiesinthestacks: Sharing the Library with Instagram

Abstract

This article discusses a student-guided Instagram program for first-year English composition classes at the University of Montevallo during Fall 2013. The activity engaged aspects of critical pedagogy by placing value on students’ prior experiences as creators and users of information and encouraging a classroom environment guided by student input. Since the program was meant for students in their first semester, it was also designed to be fun and social. The Instagram program helped students encounter the unfamiliar academic library environment through the familiar medium of social media, alleviating library anxiety as they produced online content representing their experience.

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