3.8.2 Instruction of library useThe institution ensures that users have access to regular and timely instruction in the use of the library and other learning/information resources. Judgment of Compliance Compliance Narrative of Justification Bennett College’s objective is to provide varied types of assistance available to learning resource users primarily through the Thomas F. Holgate Library. The library’s current instructional offerings have grown out of three years of progressive program development. For the past several years, faculty and students have voiced their desire for improved instructional services. With the help of a Mellon Foundation grant for increasing information literacy training and curriculum integration, the library has provided significant program improvements by moving away from the traditional model of general orientation and bibliographic instruction to a model of course-integrated instruction. This model emphasizes close faculty-librarian collaboration during session development, as well as an introduction to and reinforcement of holistic information literacy skills. Additionally, the library has developed a series of instructional supports to augment formal session offerings. The institution’s delivery mechanisms for instruction and assistance to library users offer a comprehensive instructional services and information literacy skills training program, including course-integrated instruction; bi-weekly, open-attendance research and writing skills tutorials; a research strategies workbook; a student researcher program; and individual on-demand instructional services as detailed below. Instruction Sessions The library employs a full-time instructional services librarian dedicated to developing, coordinating, and implementing the library’s instructional services program. Faculty may contact the library to schedule a general orientation or course-integrated instruction session. The instructional services librarian then works closely with faculty to design and teach sessions that meet the research needs of specific courses and assignments. Course-integrated instruction sessions blend comprehensive bibliographic instruction in the library’s information resources with training in core information literacy skills. Bibliographic instruction includes, but is not limited to, introduction to the library staff, facilities, and homepage; print and online reference materials; use of the online catalog and electronic research databases; access to print and audiovisual sources; inter- and intra-library loan; and introduction to the Internet. Information literacy skills training address all five information literacy standards as defined by the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education. The library hosts numerous instruction sessions during the academic year as reported in the annual reports for those years. Instructional activities for the 2004-05, 2005-6, and 2006-07 academic years and the Fall 2007 semester are displayed below. Data reflects the library’s recent transition away from the traditional model of general orientation and bibliographic instruction to course-integrated instruction. The library is in process of enhancing its relationships with faculty and anticipates no less than a 100% increase in sessions offered from the 2006-07 to the 2007-08 academic year.
Weekly, Open-Attendance Research and Writing Skills Tutorials During the regular semesters, the library hosts two open-attendance research skills tutorials per week as a result of assessments shown in annual report. Satisfaction surveys are conducted at the end of each semester for the library. The results indicated that there was a need for open sessions for the college community to be informed of the library resources and services provided. Students and faculty are invited to attend these sessions at their discretion, and during the fall of 2007 numerous faculty required or offered extra credit for student attendance. Tutorial topics include, but are not limited to, APA style, MLA style, avoiding plagiarism, website evaluation for research, and basic research skills. These tutorials are further augmented by a series of library handouts and “quick guides” which correspond to the topics covered. Research Strategies Workbook The library offers a comprehensive research strategies workbook which is designed to be paired with any course assignment that requires students to perform independent research. The research strategies workbook may be integrated through course-integrated instruction sessions or used independently by requesting students. The workbook is organized into five self-paced modules with corresponding exercises. Similar to the library’s course-integrated instruction sessions, the workbook blends comprehensive bibliographic instruction with training in core information literacy skills, and addresses all five information literacy standards as defined by the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education. During the Fall 2007 semester, over 90% of faculty requesting course-integrated instructional sessions adopted the research strategies workbook for their classes, either as a course requirement or for extra credit. Student Researcher Program The library further augments its session and tutorial offerings with the Student Researcher Program. This program trains student workers within the library in core information literacy and bibliographic skills. These “student researchers” work with patrons on an individualized, on-demand basis, providing basic research skills instruction as well as establishing personal contacts between students and the library’s professional staff. Assessment of the effectiveness of the library’s instructional services along with information literacy skills training program is accomplished through several assessment tools and strategies, including: Course-Integrated Instruction Session Pre-Tests and Post-Tests Course-integrated instruction pre-tests and post-tests measure students’ attainment of information literacy skills during the course of the instruction session. Pre-tests and post-tests are administered during the session period and address all five information literacy standards as defined by the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education. During the Fall 2007 semester, the pre-test and post-test were revised from fifteen questions to eight for clarity and to accommodate session time constraints. Course-Integrated Instruction Session Faculty Survey Faculty are asked to complete a brief satisfaction survey following course-integrated instruction sessions to measure their perceptions of session effectiveness. Results of the Fall 2007 course-integrated instruction session pre-tests and post-tests indicate the following:
Results of the 2007-08 Course-Integrated Instruction Session Faculty Survey indicate that:
The institution determines the effectiveness of its learning/information resource program by surveying the library users. Survey results are used to add or revise services to support the users academic or research needs. Supporting Documents
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