Amy Gustavson, Angela Whitehurst and David Hisle
This paper seeks to provide a solution for teaching comprehensive information literacy instruction when time is limited during one‐shot library instruction sessions. It aims to…
Abstract
Purpose
This paper seeks to provide a solution for teaching comprehensive information literacy instruction when time is limited during one‐shot library instruction sessions. It aims to focus on one technique to solve this dilemma – the creation of a multi‐media tutorial: Library 101: Introduction to Research. The paper aims to educate librarians of the many technological tools, which could be employed to enrich library instruction.
Design/methodology/approach
Using the Oakleaf Information Literacy Instruction Assessment Cycle (ILIAC), librarians gathered assessment data and determined student research skill deficits in Fall 2009. To address knowledge gaps, the authors systematically designed a multi‐media tutorial with ten tools.
Findings
The paper finds that the tutorial identified students' areas of weakness prior to library instruction. As a result, librarians could focus on identified topics during the session and increase student learning. Annual re‐evaluation of the tools and data are needed in order to update the program and ensure student learning occurs.
Research limitations/implications
The limitations of the creation process include incomplete software evaluation early in the process, learning how to collaborate with different project management styles, developing a realistic timeline, and the need for a robust assessment management system to collect data. The effectiveness of this tutorial needs more empirical evaluation.
Practical implications
The paper may help inform those planning to create a tutorial by suggesting useful, low‐cost tools for its creation and determining how to incorporate student learning outcomes and assessment into asynchronous instruction.
Originality/value
This paper fulfills an identified need to determine students' knowledge gaps through learning outcome assessment and respond to these gaps with asynchronous instruction methods.
Details
Keywords
Merging library traffic from dispersed service points into a combined services desk is not new, and many reasons prompt this move. George Mason University, Virginia’s largest…
Abstract
Purpose
Merging library traffic from dispersed service points into a combined services desk is not new, and many reasons prompt this move. George Mason University, Virginia’s largest public research institution, combined a total of 10 service desks located in four libraries on three distributed campuses. To consolidate services and reduce costs, the Mason Libraries established a “one-stop” service point in each library. With the goal of “one-stop” service point in each facility, the Mason Libraries recrafted physical spaces, reviewed policies, procedures, and workflows as well as revised staff roles and responsibilities.
Methodology/approach
This chapter explores why institutions embark on redesigning the traditional library service desk; discusses how changing service needs impact desk space; and addresses the effect on public services personnel. Observations are based on highlights from the evolution of George Mason University Libraries’ goal of a “one-stop” service point in each library to provide more efficient and consistent user-focused interactions and services.
Findings
As a manager of one of the facilities, the author provides insights on achieving a “one-stop” service point.
Originality/value
This chapter considers library staff needs, in concert with internal effort to not only refine user services influencing changes, but also revisit policies, procedures, and workflows to align staff roles and responsibilities. Mason Libraries is one of a few university library systems trying to implement single service points in all libraries.