From Survey to Social Network: Building New Services through Connections

Still relatively new at many educational institutions, Digital Scholarship and Data Services Librarian positions frequently require the appointees to find novel ways of expanding current services and exploring new initiatives. To better understand the needs of our institution, we initiated two information gathering processes involving faculty, our key stakeholders. We will share what we learned as we developed and conducted our 2017 digital scholarship needs assessment survey, which preceded 24 in-depth interviews with faculty members, and the larger trends that emerged from the survey as well as the themes uncovered by the interview process. Each of these research strategies made a distinct contribution to our understanding of the services needed, and proved to be useful tools as we tried to simultaneously develop a network and understand the faculty culture at DePaul. Although every institution’s context is unique, both methods of collecting information provided insights which should be helpful in a variety of contexts...

How Did We Do? : Evaluating the Instruction Program with a Senior Survey

Library instruction programs often center around reaching first year students in a required course. Predictable contact with a student pool of this size is not only an excellent foundation for consistent delivery of information literacy instruction, it can also be a valuable component of an assessment plan. Frequently, assessment focuses on learning outcomes of instruction sessions. How else might we examine the impact of instruction through our students? DePaul\u27s Library surveyed seniors in capstone courses university-wide to gauge their perceptions of the instruction they had received over their years at the university. Their responses provided information about the reach of the instruction program (distribution, depth, and frequency) but also helped in gaining valuable insight about student research challenges and library service opportunities

Leveraging Libraries to Support Academic Technology

Through leveraging the relationship between libraries and technology, colleges and universities can make the best use of the skills that librarians bring to the table. At DePaul University, three positions have been created, which report to two campus units: The University Libraries and Instructional Technology Development. The consolidation of both library and instructional technology perspectives to create this first group of blended positions at DePaul has been successful, due in large part to the fact that the primary responsibilities of these positions are in areas of mutual interest: instruction, collection development, and technology support for faculty and students, whether on a consulting basis or at the reference desk. As libraries and librarians become ever more closely and actively aligned with the teaching mission of the university, universities and colleges can transform librarians’ roles within the academy by leveraging their skills to enhance teaching and learning in today’s online environment

Introduction: More than Just Where to Click

Introductio

Creating Library and Academic Insiders Through Collaborative Reflective Writing

Reflection papers can be an effective way to invite students to connect personal experiences to new academic experiences, and reinforce their identity as successful members of the academic community. Results of a co-curricular assessment project demonstrate how students can contribute to their own information literacy and academic success

Introduction: More than Just Where to Click

Introductio

Creating Library and Academic Insiders Through Collaborative Reflective Writing

Reflection papers can be an effective way to invite students to connect personal experiences to new academic experiences, and reinforce their identity as successful members of the academic community. Results of a co-curricular assessment project demonstrate how students can contribute to their own information literacy and academic success

Anonymized data analyzed in Paula R. Dempsey and Heather Jagman. 2016. “I Felt Like Such a Freshman”: First-Year Students Crossing the Library Threshold. portal: Libraries and the Academy 16.1: 89-107.

Anonymized data analyzed in Paula R. Dempsey and Heather Jagman. 2016. “I Felt Like Such a Freshman”: First-Year Students Crossing the Library Threshold. portal: Libraries and the Academy 16.1: 89-107.DePaul University Institutional Review Board Research Protocol # HJ081313ADM To request permission for further research and non-commercial publication, email Paula Dempsey: [email protected] License for educational purposes is granted with attribution