Incorporating fidget tools in library instruction: A case study

This paper reports the results of a case study where fidget tools were offered to undergraduate students in the context of one-shot library instruction. The literature suggests students, particularly neurodivergent students, perceive a positive influence from fidget tools on their learning and attention. An instruction librarian provided and tracked fidget tool usage in seven one-shot library instruction sessions taught in an introductory composition course. Fidget tool usage and results from a survey indicate that most undergraduate students will take a fidget tool when offered and perceive a positive influence from fidget tools on their perceptions of inclusion, learning, and attention.