Transforming Teaching and Learning Through Business Information Literacy
Title
Transforming Teaching and Learning Through Business Information Literacy
Subject
Creator
Publisher
2026 AASA Conference, NYU Shanghai
Date
2026-03-18
Rights
https://creativecommons.org/licenses/by/4.0/
Format
application/pdf
Language
eng
Type
Presentation
Abstract
Presented at the 2026 Academic Affairs and the Student Affairs at NYU Shanghai (AASA) annual conference, this presentation explores the evolving role of the business librarian as a learning facilitator inside and outside the classroom, drawing on instructional practices at NYU Shanghai, a highly global and multicultural research university. As business education increasingly emphasizes experiential learning, assurance of learning, and professional skill development, librarians are uniquely positioned to support students’ academic and career trajectories through integrated information literacy instruction.
The session highlights a range of pedagogical approaches used in course-embedded library instruction, with particular attention to scenario-based learning for lower-level students and inquiry-based learning for upper-level students. These methods help and encourage students to navigate the complex business information landscape, critically evaluate diverse source types, and apply authoritative data to real-world business problems. Examples from undergraduate and graduate business courses demonstrate how tailored instruction strengthens professional thinking, research confidence, and decision-making skills.
Beyond the classroom, the presentation examines three complementary support channels: pre-scheduled library workshops, business competition collaborations, and individualized research consultations. These initiatives address gaps in curricular coverage, support career development and lifelong learning, and provide students with sustained opportunities to practice business research skills in authentic contexts. Attendance data, student feedback, and reflective observations illustrate the impact of these efforts on student engagement and learning outcomes.
The session highlights a range of pedagogical approaches used in course-embedded library instruction, with particular attention to scenario-based learning for lower-level students and inquiry-based learning for upper-level students. These methods help and encourage students to navigate the complex business information landscape, critically evaluate diverse source types, and apply authoritative data to real-world business problems. Examples from undergraduate and graduate business courses demonstrate how tailored instruction strengthens professional thinking, research confidence, and decision-making skills.
Beyond the classroom, the presentation examines three complementary support channels: pre-scheduled library workshops, business competition collaborations, and individualized research consultations. These initiatives address gaps in curricular coverage, support career development and lifelong learning, and provide students with sustained opportunities to practice business research skills in authentic contexts. Attendance data, student feedback, and reflective observations illustrate the impact of these efforts on student engagement and learning outcomes.
References
AACSB Standards Task Force. (2026). Global Standards for Business Education. AACSB International.https://www.aacsb.edu/educators/accreditation/business-accreditation/aacsb-business-accreditation-standards
Robert, J., Muscanell, N., McCormack, M., Pelletier, K., Arnold, K., Arbino, N., Young, K., & Reeves, J. (2025, May 12). 2025 EDUCAUSE Horizon Report | Teaching and Learning Edition. EDUCAUSE Publications.https://library.educause.edu/resources/2025/5/2025-educause-horizon-report-teaching-and-learning-edition
The Center for Career Development. (n.d.) NYU Alumni Executive Mentor Program: 2022–2023 Mentee Story Book. NYU Shanghai. Retrieved March 10, 2026, fromhttps://cdn.shanghai.nyu.edu/sites/default/files/22-23_mentee_storybook.pdfhttps://cdn.shanghai.nyu.edu/sites/default/files/22-23_mentee_storybook.pdf
Top 15 Business Objectives to Grow Your Business. (n.d.). Profit.Co. Retrieved March 10, 2026, from https ://www.profit.co/blog/okr-university/top-15-business-objectives-to-grow-your-business/
Robert, J., Muscanell, N., McCormack, M., Pelletier, K., Arnold, K., Arbino, N., Young, K., & Reeves, J. (2025, May 12). 2025 EDUCAUSE Horizon Report | Teaching and Learning Edition. EDUCAUSE Publications.https://library.educause.edu/resources/2025/5/2025-educause-horizon-report-teaching-and-learning-edition
The Center for Career Development. (n.d.) NYU Alumni Executive Mentor Program: 2022–2023 Mentee Story Book. NYU Shanghai. Retrieved March 10, 2026, fromhttps://cdn.shanghai.nyu.edu/sites/default/files/22-23_mentee_storybook.pdfhttps://cdn.shanghai.nyu.edu/sites/default/files/22-23_mentee_storybook.pdf
Top 15 Business Objectives to Grow Your Business. (n.d.). Profit.Co. Retrieved March 10, 2026, from https ://www.profit.co/blog/okr-university/top-15-business-objectives-to-grow-your-business/
Bibliographic Citation
Huang, Y. (2026, March 18). Transforming Teaching and Learning Through Business Information Literacy [Conference presentation]. 2026 AASA Conference of NYU Shanghai, Shanghai, China. https://doi.org/10.58153/x34r5-rbk81
Position: 1101 (2 views)
Files
Collection
Citation
Huang, Yu, “Transforming Teaching and Learning Through Business Information Literacy,” CALASYS - CALA Academic Resources & Repository System, accessed June 4, 2026, https://ir.cala-web.org/items/show/1549.