You have one hour: developing a standardized library orientation and evaluating student learning

Abstract

Library orientations continue to excite, or plague, instruction librarians everywhere. Reaching first year students early can preempt academic heartache and research woes, yet the question of "what students really need" continues to evolve. This article presents a case study of a largescale implementation of library orientations. The main issue addressed in this article involves a systematic review of students' post-instruction responses and assessment of their learning. Related elements mentioned in this article include: interdepartmental participation; curriculum design; and instructional technology. While this implementation may not be appropriate for all academic libraries, its components may offer ideas for augmenting existing programs or building new ones.

Library orientation practices in special libraries

“…Case study articles tended to describe situations in which librarians redesigned their library orientation programs in response to external or internal forces. Motivations for library orientation redesigns included the reduction in available time for library instruction (Lange 2015), reduced availability to engage on the part of partners (for example, difficulty in scheduling classroom visits) (Diekema, Gerrity & Mitchell 2019, Brown 2017, and a desire to improve the effectiveness of sessions (Witek & Spirito Dalgin 2019). The survey included a question about whether participants had recently modified their approach to new client orientations in order to understand whether special library orientations are in a state of transition and to determine if any of the change forces impacting academic libraries were also impacting special libraries.…”

“…There was also a large collection of articles focused on educational theories, approaches, and techniques informing library orientation design and delivery in academic libraries. Common library orientation activities include group activities, resource demonstrations and tours (Goodfellow and Galloway, 2018; Brown, 2017; Rod-Welch, 2017; Goldman et al , 2016; Lange, 2015; Rice and Gregor, 2013; Craft and Ballard-Thrower, 2011; Hurst, 2003). Some authors focused on types of learning such as cooperative learning, active learning, learner-centered programming and problem-based learned (Brown, 2017; Simard, 2009), while others explored specific instructional methods and techniques.…”

“…It offers not only opportunities to share information about the resources that the library has to offer, but also for clients to provide feedback about their needs and expectations. The planning, structure, and delivery of library orientations and other library training sessions in academic and school library settings have been explored extensively in the academic and practitioner literature (for example Goodfellow & Galloway 2018, Rust & Brown 2018, Brown 2017, Rod-Welch 2017, Goldman et al 2016, Craft & Ballard-Thrower 2011, Currie 2009, Mills & Mitchell 2009, Rhoades & Hartsell 2008. The topic of library orientations in special libraries, however, has received very little attention.…”

Kütüphane Oryantasyonunun Oyunlaştırılması: Bir Uygulama Önerisi (Gamification of Library Orientation: An Application Proposal)

“…Öğrencinin fotoğrafı ve kayıtlı bilgileri Her seviyede tamamladığı görev sayısı Öğrencinin topladığı puanı Öğrencinin hak ettiği rozet ve ödülleri içeren kazanımları Summary Activities within orientations in higher education have a major impact on the satisfaction of students, and even on the reputation of universities (Alnawas, 2015). The orientation of academic libraries is one of the vital steps for introducing library to students, even a way for them to be adapted in the university life (Brown, 2017). The main aim of the library orientations is to introduce the building of the library, the services of it and inform users about the rules of it.…”

“…Yükseköğretim kurumlarında gerçekleştirilen oryantasyonlar, öğrenci memnuniyetinden üniversitenin saygınlığına kadar etkisini gösteren etkinliklerdir (Alnawas, 2015). Akademik kütüphanelerin oryantasyonu ise öğrencileri kütüphaneye sokmanın hatta öğrencilerin üniversite yaşamına uyum sağlamalarının önemli adımlarından biridir (Brown, 2017). Genel olarak kütüphane oryantasyonlarının amacı, kütüphanelerin fiziksel ortamı, verdiği hizmetler ve kütüphanenin kullanımı hakkında kullanıcıları bilgilendirmektir.…”