Vol. 3 No. 1 (2018)
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Are high-impact practices library programs the next disruptive innovation for instruction programs?

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  • Stefanie Metko
Stefanie Metko
Virginia Tech University
DOI: https://doi.org/10.21173/newlibs/4/17

Published 2018-01-26

Keywords

  • new librarianship,
  • library instruction,
  • disruptive innovation,
  • high-impact educational practices,
  • academic libraries

How to Cite

Metko, S. (2018). Are high-impact practices library programs the next disruptive innovation for instruction programs?. Journal of New Librarianship, 3(1), 86–91. https://doi.org/10.21173/newlibs/4/17

Abstract

As the landscape within higher education continues to shift and learningsuccess initiatives become more distributed and complex, many library instruction programs are faced with difficult choices. In order to remain sustainable while also providing stable services to faculty and students, some libraries have adopted the theory of disruptive innovation to guide their instruction program strategy. This article briefly introduces the theory of disruptive innovation and questions whether high-impact library instruction practices (HIPs) have the potential to be a disruptive innovation.

 

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