Research Agenda

Hanna is currently completing her dissertation on the intersection between Information Literacy and participatory asynchronous learning technologies in credit bearing courses. Additionally she is examining First year student’s, Generation Z’s, information beliefs through surveys and interviews. She is particularly focusing on the emotions that research can bring up as well as seeing how emergency remote teaching may have affected those beliefs and emotions.

Future research stemming from the interview and survey data fall within two categories:

  • Examine reasons why some students may be more open to utilizing Generative AI tools, for better or worse.

  • Examine how to incorporate these findings into a best-practices for teaching Neurodiverse students

She has also dedicated herself to creating content that will teach students in these early hours of the Generative AI boom the pitfalls as well as the opportunities that it can create for them. Bringing to the forefront ways to think about it’s use in a practical manner.

A spider web heavy with dew is in the forefront, with leaves changing color from green to orange in the backgrouns

She believes that research should be:

  • evidence based

  • accessible to all

    • particularly those without tenure lines

  • able to be practically applied

  • replicable

Publications

  • Blocksidge, K., Primeau, H. (2024) “Vibe Check: Unmuting the possible effects of emergency remote teaching on first year students research.” Journal of Academic Librarianship

  • Blocksidge, K., Primeau, H. (2024) "Stepping away from anxiety: The emotional research experiences of first-year students" Journal of Information Literacy 18(1)

  • Hammons, J. ,Dotson, D. , Primeau, H., Ramey, D. (2024) “Exploring Professional Identities in Libraries: The Impact of Credit-Bearing Courses Beyond Student Learning” Communications in Information Literacy 18(1)

  • Folk, A., Blocksidge, K., Hammons, J., & Primeau, H. (2024) “Building a Bridge between Skills and Thresholds: Using Bloom’s to Develop an Information Literacy Taxonomy.“Journal of Information Literacy 18(1)

  • Blocksidge, K., & Primeau, H. (2023). Adapting and evolving: Generation Z's information beliefs. The Journal of Academic Librarianship, 49(3), 102686. https://10.1016/j.acalib.2023.102686

    • included on the American Library Association (ALA) Library Instruction Round Table (LIRT)'s Top 20 of 2023 list

  • Hammons, J., Folk, Amanda L., Blocksidge, K., & Primeau, H. (2023). "Enabling Inclusive and Equitable Teaching Practices through Instructor Development." Chapter in Exploring Inclusive & Equitable Pedagogies: Creating Space for All Learners, 2 Vol., Melissa Mallon, Jane Nichols, Elizabeth Foster, Ariana Santiago, Maura Seale, and Robin Brown, editors. Association of College & Research Libraries.

  • Blocksidge, K., Primeau, H N. “OPENING THE WAY: Using Evidence-Based Practice to Address Student Information Needs.” The Proceedings of the ACRL 2021 Virtual Conference, April 13–16, 202: Ascending into an Open Future, edited by Dawn M. Mueller., Association of College and Research Libraries, 2021, pp. 365-371.

  • Primeau, Hanna N. “Quit serving CRAAP, Start making DRAMA”. The Critical Thinking About Sources Cookbook. ed Sarah Morris. Chicago: ACRL Publications, 2019.

Forthcoming

  • Larson, A., Primeau, H. (2025) “Empathetic Pedagogy: Fostering Inclusivity in Library Instruction for Neurodivergent Learners.”Chapter in Supporting Neurodiverse Students in Libraries

  • Primeau, H. , Larson, A. (2025) “Artificial Intelligence High Tea: A recipe for students to understand, implement, and ethically deploy AI” Chapter in The AI and Library Instruction Cookbook (ACRL)