72 · Survey Results: Survey Questions and Responses
How much student learned from session (self-report), what was most/least useful, what still remains unclear
Information evaluation surveys
Instructional objectives, technology used, instruction mode (online, in-person, blended)
Learning outcomes voluntarily
Learning outcomes, amount of prep time
Learning outcomes, teaching modalities
Librarian preparation time, suitability of instructor space employed for each session
Presenter’s department, course name, college, type of instruction session (e.g., one shot session), how many
total sessions
Satisfaction level of the participants
Student feedback, surveys
These data are collected annually as a part of ARL statistics gathering.
Time required to prepare, names of instructor and support
Which librarian or staff member delivered the activities
Who initiated instruction was there consultation before or after instruction form of assessment, if used.
27. Please briefly describe one example of a particularly successful instructional activity or program.
Include, for example, the type of learning space, the staff involved, equipment/technologies that
were used, how you measured its success. N=43
A first year experience example: For eight years the library has cemented a substantial partnership with our campus
residence life staff and hundreds of undergraduates, focusing particularly on freshmen, by collaborating on annual
library “after dark” events. Inspired by post closing hour library “lock-in” events taking place at other institutions, the
staff planning and executing the event cut across multiple library departments, the campus office of residence life, and
the university’s information technology and facilities staff. The activity is popular with students new to the university
who are seeking out an experience that combines close and competitive orientation to library spaces and information
sources with social interactions with librarians and library staff. Office of Residence Life and the library conduct post
event assessments of participating students and these surveys have informed continuous improvement of the nature
of this learning experience. We have consistently expanded the vision for this event from what at some libraries was a
scavenger hunt focusing on print reference books into a more extensive exploration of library spaces, personalities, and
online and offline collections and services of all kinds. This event has evolved into a tradition on our campus and is often
covered by campus print, televised, and social media.
A one-credit course offered in a computer lab to develop the searching abilities of the student. The course, provided by
a librarian, is composed of five 3-hour workshops including hands-on exercises. The students use their own research
subjects to practice their research skills, which increase the relevance of this course. The seminar is given to small groups
of fewer than 20 students. The course has been offered several years and is still very popular among students.
All first year students who take the required writing class participate in two library sessions for information literacy. The
classes are scheduled at the beginning and towards the end of the semester, when they are working on a research topic.
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