36 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. Next Steps 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—
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