I don’t want to give away too much information on this situation, so I’m changing a few of the things to protect privacy, but here goes…
I was facilitating an information literacy session for a class–a typical first-year gen ed course. My usual plan incorporates a hands-on activity (research worksheet) where students, working in groups, find different information sources on their class topic (books, ebooks, streaming films, newspapers/magazines, scholarly articles). After searching, each group shares how they found the information with their classmates. In total, the session incorporates multiple learning styles (visual, aural, and tactile).
Instead of me doing the talking, I outline what we want to accomplish during the session and point out a couple of things on the library website. Then I let the groups start their work. I walk around and visit each group to make sure they are headed in the right direction.
A group was struggling in interactions with one of their classmates.
- A student kept asking me question after question. I love when students ask questions in info lit sessions (yes!), but the student was bogged down in technical minutiae — missing the forest through the trees — that sort of thing.
- The student fixated on answering each question on the research worksheet and was taking very little input from other group members.
- The student argued with the other students about the answers. The student was concerned that there were multiple avenues for determining a “correct” answer.
- The student was verbally critical in a raised voice when help was offered to the group (e.g., “Why didn’t you show us how to do this AT THE BEGINNING!”).
- The student also seemed sidetracked with the settings on the library laptops that were being used by the students.
I realized I *likely* (granted, just an inference on my part) had a student on the autism spectrum in class. No formal indication was communicated to me–nor should it–that is up to the individual. In typical “pro” librarian style, you just need to roll with the situation and be flexible.
As this was happening, I made a mental note to remain calm and supportive. The last thing I want to do to any student is be dismissive, curt, or yell back.
I focused on providing a little more in-depth step-by-step instruction with the student (e.g., “Let’s take a look at your question and see what we can find out.”). However, I did feel like I got behind schedule and the rest of the students were waiting for us to catch up–some were noticeably annoyed. It’s a difficult balancing act that we will see more of at the higher ed level.
I wish I could have facilitated the session more smoothly. I’d be interested in hearing tips and techniques from other librarians.
Things to Keep in Mind
Individuals on the autism spectrum are all unique, but there are a few general tips to be aware of in regards to the library and information literacy:
- Meeting in a new location (like the Library Classroom) may disrupt the student’s routine.
- My “there are many ways to find the answer” research worksheet may not be structured enough for someone on the autism spectrum. I could have supplemented it by outlining a step-by-step research strategy on the chalkboard/whiteboard.
- Technology in the Library Classroom could be distracting or contribute to sensory overload (I typically use both laptops and touchscreen technology with students).
- I usually require students to work in pairs or groups for the research worksheet activity, but should recognize that if a student wishes to work independently, that is an OK option.
- Emphasize additional services:
- Appointments to meet with a librarian if that’s what the student is interested in.
- Online tutorials and the library’s online chat box that can be accessed from the comfort of home/dorm room, etc… if a face-to-face interaction is not preferred.
- Quiet spaces are available in the library if that’s the type of space that the student is interested in utilizing.
- As a librarian/higher ed professional, I will readily admit to not having a lot of training in the area of working with students on the autism spectrum. Contact your university’s office of disability services to see what further support the library could provide, or to arrange for staff training opportunities.
- Remember, *all* students learn differently. Keep in mind the principles of Universal Design for Learning.
- Autism Speaks – Transitions Tool Kit – this one focuses on post-secondary educational opportunities
- Students with Autism in the College Classroom – George Washington University
- Using the College Infrastructure to Support Students on the Autism Spectrum – Susan Longtin via Journal of Postsecondary Education and Disability
- Evolving from Disability to Diversity – Charlie Remy & Priscilla Seaman via Reference & User Services Quarterly (full-text may not be available without institutional access)
- Academic Libraries and College Students With Autism Spectrum Disorder: How Can We Help? – An Aspiring Librarian blog
- Autism in College: How are Institutions Helping Students Succeed? – via EducationDive
- What I Learned in College as An Autistic Student – Haley Moss via Huffington Post