Association of Research Libraries
Research Library Issues 290 — 2017
Figure 3: The most common reasons Cornell faculty did not use library instruction session in 2014
were lack of awareness and lack of applicability to their speciﬁc classes.
These survey results show that overall faculty see a need to improve
information literacy skills in their undergraduates, that they ﬁnd library
instruction to be a helpful tool to build skills, and that the biggest
obstacle to their using instruction is lack of awareness that it exists.
By looking at this data by itself we could conclude that overall our
instruction program is quite successful, all we need to do is promote it
more to those faculty who are not yet aware of its existence and value.
Many Students Don’t Find Library Instruction Helpful
Faculty are obviously a major part of the educational equation, and
so are students. Finding out how students feel about the helpfulness
of library instruction was the next step in assessing the perception
of the library instruction program by major stakeholders. Cornell
identiﬁed the 2015 Consortium on Financing Higher Education
(COFHE) Enrolled Student Survey (ESS) as a potentially useful
vehicle to gauge undergraduate perception both at Cornell and at
as many of the other COFHE schools as possible. With Cornell’s