The adoption of LibGuides by numerous Libraries has given rise to the creation of a multitude of class or course guides within the system. Librarians have become enamored of such pages and spend hours developing pages for a number of classes. Many of these guides are then used in actual library instruction, or embedded into learning and course management systems as substitutes for face-to-face sessions. Upon examination, however, the vast majority of these class and course guides simply replicate a version of subject guides. Do these pre-determined lists of databases and ready-made widgets really offer students the opportunity to develop critical thinking and information literacy skills? How do these pages allow for assessment outside of counting the number of clicks? This program will present current research and evidence, offer suggestions for improving class and course guides, and challenge attendees to apply the Framework when creating class pages.
