26 Association of Research Libraries Research Library Issues 290 2017 worked with librarians in the classroom to build students skills, 56% found that the sessions provided a great deal of help, 35% said they were a fair amount of help, and 9% found them to be of a little help. Nobody responded that the sessions were not helpful. (Figure 2) Figure 2: In 2014 Cornell faculty rated the helpfulness of library instruction sessions. No respondent chose the “were of no help” option. The respondents who had not used library instruction were asked to identify all the relevant reasons why they hadn’t made use of the service. Overall, the reason identified by most respondents, 41%, was lack of awareness of the service. In one school this number was as high as 70%. The second reason, chosen by 30% of faculty was that these classes are not relevant to the specific classes taught. 8% don’t look to the Library for help in this area, 6% find student skills sufficient, 4% said the gain does not justify giving up class time, 1% said they had tried using the service before but it wasn’t helpful. 10% identified other reasons. (Figure 3)
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