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.
Yu Huang (2026) studied this question.