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Online Learning Support: How to Access Library Resources: Teaching Support

Teaching Support

Your librarian can consult with you on ideas for maintaining instructional continuity around research assignments and information literacy skills.  They are available to consult on syllabus and assignment design or the availability of library resources.  With advance notice, course specific online research guides and learning activities can be created and integrated into Canvas.

Research help for you and your students

Librarians are available to help you and your students via live chat, email, phone, or by appointment.  Even during campus / library closures, we will strive to keep chat and email support lines open.  Let us know how we can help!  Ask Us a Question

Librarians are also available to meet with you individually for training in using our research databases or other library resources.  Find out more here.

Off campus access to library resources

Make sure your students have a link to the following web page about accessing library resources from off-campus:

Self-Directed guides

Subject Guides – Collections of library resources curated by subject librarians and organized by academic discipline

Streaming Media – Access the library’s streaming media content and find information about incorporating it into your instruction

eBooks – Find our ebook collections and information on access & use limitations to consider when assigning readings to your students

Reference Tools – Encyclopedic resources for finding foundational information on a wide range of subjects, both general and specialized

Faculty Support – Read up on the different ways the Campus Library can support your work in- and outside the classroom

UWB IT Instructional Continuity – Find out about the ways that UWB IT can support the technical aspect of instructional continuity with tools, programs, and adjustment tips

Setting up a UW NetID – Necessary for Cascadia students to access Campus Library databases and other resources not native to the domain.

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