90 · Survey Results: Survey Questions and Responses
Developed a Tagline or Slogan
“Highlight availability of course-integrated library instruction and support for assignment planning through new
faculty and graduate student orientations.” ‘Save time — consult a librarian.’”
“Talks to faculty &deans, graduate students. Several sessions held: ‘Google Scholar@your library ’ ‘Rein in your
research@your library ’ ‘A date with ata@your library.’”
“The ULS generated post cards to all faculty about Information Literacy and assistance. An article was written
for the faculty newspaper. A voice message was sent to faculty information was listed on ULS Web site a
presentation made to Faculty Senate. ‘Don’t You Have Enough To Do Already?’”
“There are a number of determining activities. The answers given in this objective stand for the other two in that
most of the activities are carried out for promotion, give or take. ‘Tayloring to your needs.’”
Did Not Develop a Tagline or Slogan
“A variety of out reach methods (see below), all using the same graphics and wording to advertise a range of
learning support services offered by the library (supported learning groups, drop-in tours, research help classes,
exam and writing help sessions, etc.)”
“One example: The Libraries’ Center for Instructional Technology offers a variety of workshops for faculty every
semester.”
“One-on-one interactions with faculty to raise their awareness of services offered.”
“This is ongoing, and an area in which promotion is currently more ad hoc than organized. For example, subject
specialists may publicize their instruction with the departments they are assigned to, and the Knowledge
Navigation Center and the Faculty Exploratory, both of which offer a large selection of instruction sessions, do
most of their own publicity.”
61. What audience was targeted? Check all that apply. N=8
Faculty 5 63%
Graduates 4 50%
Undergraduates 3 38%
Staff 2 25%
All library users 1 13%
Potential donors 0 —
Other, please describe 0 —
Developed a Tagline or Slogan
“Highlight availability of course-integrated library instruction and support for assignment planning through new
faculty and graduate student orientations.” ‘Save time — consult a librarian.’”
“Talks to faculty &deans, graduate students. Several sessions held: ‘Google Scholar@your library ’ ‘Rein in your
research@your library ’ ‘A date with ata@your library.’”
“The ULS generated post cards to all faculty about Information Literacy and assistance. An article was written
for the faculty newspaper. A voice message was sent to faculty information was listed on ULS Web site a
presentation made to Faculty Senate. ‘Don’t You Have Enough To Do Already?’”
“There are a number of determining activities. The answers given in this objective stand for the other two in that
most of the activities are carried out for promotion, give or take. ‘Tayloring to your needs.’”
Did Not Develop a Tagline or Slogan
“A variety of out reach methods (see below), all using the same graphics and wording to advertise a range of
learning support services offered by the library (supported learning groups, drop-in tours, research help classes,
exam and writing help sessions, etc.)”
“One example: The Libraries’ Center for Instructional Technology offers a variety of workshops for faculty every
semester.”
“One-on-one interactions with faculty to raise their awareness of services offered.”
“This is ongoing, and an area in which promotion is currently more ad hoc than organized. For example, subject
specialists may publicize their instruction with the departments they are assigned to, and the Knowledge
Navigation Center and the Faculty Exploratory, both of which offer a large selection of instruction sessions, do
most of their own publicity.”
61. What audience was targeted? Check all that apply. N=8
Faculty 5 63%
Graduates 4 50%
Undergraduates 3 38%
Staff 2 25%
All library users 1 13%
Potential donors 0 —
Other, please describe 0 —