Helen Bischoff gave a fascinating and inspiring presentation at the last Charleston Conference: how the library can become an active learning hub. Helen, who is liaison coordinator at the University of Kentucky. As a follow-up, I talked with her to find out more about her role, and her infectious enthusiasm comes across very clearly. Her wide experience, in in public libraries, community colleges, and both liberal arts and state universities, gives her a fascinating insight into dealing with learners of all ages and abilities.
Interacting with the students
“We go to the new students where they are. We ask them what is it that you need? What is it that you wish you knew but don’t or wish you had known coming into college? and we work with them where they are. We don’t come at it from a deficit mindset, which is a lot of times what happens with first-generation students.
Active Learning
“Active learning” means where students are not passive recipients but are actively involved in their education. By engaging students in real-world projects—like developing environmental research presentations or analysing AI-generated content—they build crucial skills. For instance, in a class on environmental science, students evaluated AI-created podcasts on invasive plants, practicing lateral reading and source evaluation. This hands-on approach not only sharpened their digital literacy, but also enabled them to critically assess credibility amid rapid technological change. “When students actively listen and engage with content, they discover solutions on their own, making learning more meaningful.”
Teaching AI Literacy and Critical Evaluation
Helen advocates for integrating AI literacy into the curriculum—not as a standalone subject but embedded within research and critical thinking exercises. Her method is to help students recognize AI-generated content and evaluate its credibility, emphasizing that this process fosters nuanced critical thinking. In one module, students learned to identify AI-produced podcasts based on storytelling patterns, script tightness, and their knowledge of podcast culture. By doing so, they gained valuable skills: understanding AI’s capabilities, recognizing its limitations, and evaluating online information critically. “Ignoring AI doesn’t make it disappear. Instead, we should teach students to evaluate and critique AI outputs as part of their digital literacy.”
Engaging students from diverse backgrounds
Libraries can serve as pivotal institutions in supporting diverse student populations, especially those new to higher education, by providing tailored resources and fostering inclusivity.
Helen notes the significant diversity among University of Kentucky students: over 97% receive some form of financial aid, and many are first-generation college students. Her library supports these students through targeted programs like the CARES initiative, which offers workshops and one-on-one consultations to aid their transition to college. For Helen, building partnerships and understanding students’ needs—rather than assuming a one-size-fits-all approach—is key to effective support. That extends beyond the institution: her team works closely with faculty and community programs across Kentucky counties to extend the library’s reach beyond campus.
Conclusion
Libraries can be central to providing active, learner-centered education. Fostering curiosity, experimentation, and critical thinking are essential roles that libraries can play.
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