notes on VLA 2009 Annual Conference
2009 VLA Annual Conference:
“Libraries: Foundations and Fundamentals in times of Challenge and Change”
October 29-30, 2009
October 29th, 2009 @ 1:15pm
Broadcasting Business Information: Library Instruction for 500
Jason Sokoloff and Kathy Clarke, James Madison University
- Before start of program, presenters went around room getting introductions from attendees and welcoming
- Looking for targeted, early-major, research-heavy courses
- Subject guides
- Didn’t use LibGuides but made their own
- Embedding learning objects and help files
- Box with librarian picture and “Chat with Jason” and contact info
- What worked?
- Instruction sessions
- Reference desk
- Office hours
- What didn’t work?
- Open help sessions
- If students don’t show up for consultations, librarian writes note asking what happened. If no response, no second appointment.
- Strongly encourage groups to get help as a group instead of asking questions individually
October 30th, 2009 @ 8am
Olivia Reinauer, University of Richmond
- VCU also has a student advisory group (CLUAC-Cabell Library Undergraduate Advisory Committee)
- 2-way communication: feedback from students but student also emissaries into greater student community
- Started with $100 incentives given at end of year; now $25 in iTunes/Amazon/print credits
- Must participate in monthly meetings and 3 services (bathroom stall notes, recruiting)
- Faculty nominate students; maybe later have students apply
- Composition: 2 staff, 9-12 students, 1 of whom works in the library and is in student government
- Guest speaker at meetings so other staff can talk with students
- Results: standing focus group
- Student group told staff of 1am dance party security guard on duty hadn’t told them about!
- Students fed at meetings, which take place between 5-6pm
- End of year report to administration
October 30th, 2009 @ 11:30am
What’s the Focus? Zooming In on Student Needs
Meridith Wolnick and Matt Ball, University of Virginia
- Library holds 1500 students
- Phase 1: surveys
- Phase 2: focus groups
- Post-it note associations with library
- Post-it activities on each floor
- Timeline about process
- After timeline established, went back to ask questions
- What were the roadblocks?
- Where did you go for help?
- When do they come during their research process?
- Found that students used both their laptops and library desktops because of instruction sessions
- Thought that they could only access library resources on library computers
- Students want:
- One-stop shop so they don’t have to leave
- Presence of other academic departments
- Promote library expertise
- Possible to make library “looking for this?”?
- Rebrand “help,” “research,” “reference”
- Students aren’t doing research, they’re “just looking up information”
- Hungry, so need to leave to eat
- Find help with physics homework, etc.
October 30th, 2009 @ 3:15pm
Library Research Awards: Promoting the Library’s Role in Student Academic Success
Candice Benjes-Small, Radford University
- Recognize library research done by students
- Submit paper as well as 200-300 word essay on how library helped student write paper
- Points for using specific resources such as EBSCO, etc.
- Letter of support from professor to combat plagiarism
- Students apply directly rather than have faculty nominate them
- Attend academic departmental meetings (liaisons)
- Color flyers to faculty for doors, bulletin boards
- Web site
- Mass e-mails
- Library instruction sessions
- Faculty judges, who have increased information literacy efforts in their classes
- Award reception
- RSVPs for all applicants at award reception so winners are there
- Guest speaker
- Give exact date and time of reception and publicize widely
- College marketing office publishes press releases and letters to students who won
Entry filed under: conference.