Dixie State University Library
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Library Instruction: Next Steps

This guide helps faculty and others know about our instruction program and goals

Future Goals

Future Goals

 Librarians will partner with faculty to plan Information Literacy curriculum and assessment tools that meet the students' needs in each department. This curriculum will be responsive to the changing needs of faculty as university educational goals evolve. 

  • Continued collaboration and involvement in English as an early-stage information literacy instructional opportunity, including assessment.
  • Forged relationships with faculty across the disciplines that give librarians access to course assignments and course syllabi, to better integrate information literacy.  Further information literacy-centered workshops and tutorials aimed at faculty, to assist them in integrating information literacy concepts into the curriculum in their areas.
  • Continued support for the online stand-alone required course (1 credit) that would cover information literacy competencies and be taught by librarians.
  • Additional courses (1-3 credits) team-managed by departmental faculty and librarians, and administered by individual teaching departments. Either at the upper-level capstone/senior thesis courses or for Graduate-level research courses.
  • A  library support staff certificate program combining some or all of the above components.

Marketing

We need to market directly to faculty and students to make them aware of available workshops, presentations and online offerings that can make effective contributions to student success and information literacy.  Since teaching faculty strongly influence student perceptions and their use of the library’s resources, faculty are a focus of our marketing strategies.

 Marketing to faculty:

  • Develop one-on-one relationships with faculty by listening to faculty information  needs;  marketing and delivering the products that are perceived by them to be meaningful and productive
  • Increase visibility of online tools on the library home page; bring all instruction tools and tutorials together in one place, so that students can find them, and instructors and librarians can link to them from various point-of-need locations.
  • Create DSU-oriented support materials for integrating library research tools into instruction. 
  • Librarians need to connect with faculty  via department, school , and/or college-level  e-mail  lists
  • Whenever possible, market services at outreach functions, e.g., librarian-led faculty workshops, New Faculty Orientation, etc.
  • Create a presentation for librarians to customize and bring to department faculty meetings to help librarians present new collaborative possibilities to faculty stakeholders
  • When participating in a General Education Requirements review, be sure to include  library instruction components in an effort to integrate information literacy into the curriculum
  • Request follow-up feedback after students submit papers, to assess impact of instruction on student learning and provide testimonials for further marketing of our services
  • Use Announcement section of the DSU Library Web page to market library instruction
  • Create DashBoards from Libinsights to promote Library use

 Marketing to students:

  • Introduce research tools to students in our course-related instruction sessions
  • Integrate resources into Canvas, course wikis/blogs, etc.  This requires collaboration with faculty
  • Involve students in the production of electronic resources to gain their perspective
  • Include references to electronic tools in our in-person interactions with students (Reference desk,  other orientation and outreach activities)
  • Refer students to research tools when interacting electronically (phone, e-mail, chat, texting) .
  • Use library homepage, and Facebook to announce new or underutilized  research tools and services