Association of Research Libraries
Research Library Issues 290 — 2017
in a class for [Prof. X] [who] gave us some links to speciﬁc ones.
I think you’ve done a great job of explaining things clearly and that
the video format is a good way to create a resource that can keep on
working that you can send people to rather than only dealing with
questions one on one. So I wanted to say, that I thought they were
really well done, and then also ask you if there is a way to access all
of the ones you have made?
[Prof. X] gave us links through Blackboard to about 5–7 videos but I
didn’t know if there was some central hub where I could see all the
ones that have been made?
Finally, we used the same group of Student Library Advisory Council
members to show these assignment-speciﬁc videos, and two other
library online modules created previously—one on general library
research, one on business research. We asked the students to rate the
videos and then discuss their ratings. The newly created engineering
videos were the highest-ranked because they were speciﬁc and short.
They were also clearly preferred because of the newer technology
used, e.g. captions, the ability to speed up or slow down, etc.
What are the data-driven decisions about library instruction that we
have made based on the triangulation of data?
In the absence of a required information literacy course at Cornell, and
considering the demands on librarians’ time, both from instruction
and from other priorities, as well as the sentiment expressed by
students that they get “basically the same presentation” in diﬀerent
classes, we have decided to focus on quality over quantity.
This translates into several points. First and foremost, our instruction
eﬀorts should be focused on classes with research assignments or
components, which means that one big portion of our engagement—