You’ve Got Them In, Now Get Them Involved:

A Hands-on Approach to Library Instruction for Freshmen

Amanda FolkReference/Public Services

Librarian

Anna Mary WillifordInstruction/Public Services

LibrarianMillstein Library

University of Pittsburgh at Greensburg

Freshman Seminar @ Pitt GreensburgOne-credit, letter-grade course open exclusively to

first-year studentsNot mandatory but majority of freshmen do enrollDesigned to help students transition successfully from

high school to collegeSome sections are specialized (engineering, Science

Learning Communities, ESL, etc)Most are general, with a variety of studentsMost are taught by staff (advisors, career center,

residence life)Most are assigned a peer leader/mentor (upper

classman)

The Library’s RoleEach section comes to the library for two

class sessions to learn about library resources and research methods

Requirement in the Freshman Seminar syllabus guidelines

Most class periods are 50 minutes

What was already in place?Students would rotate through stationsTour of the libraryQuick demo of the library catalog, PITTCat+Hand each student a notecard with a random

call number and have them retrieve the item from the collection

Show short tutorials about recognizing scholarly articles and avoiding plagiarism

Lecture on basic database searching

So What’s Wrong With That?BORING!Sections would often double up No practical applicationWasting a lot of time moving around the

library from station to stationMissing a golden opportunity to provide the

majority of our freshmen with hands-on library experience

Times, They Are a-Changin’New public services position created from a

vacant technical services positionNew librarian with first-year seminar

experienceThe tour took up too much valuable timeIncrease opportunities for interaction and

engagement

Other Materials CreatedScript so that students would get the same

content in each session, regardless of who was teaching

Freshman Seminar LibGuideFeedback Form/Survey

Fall 2010: 318 surveys received

Fall 2010: 318 surveys received

Fall 2010: 318 surveys received

Fall 2010: 318 surveys received

AssessmentFormal

Feedback forms Positive feedback for interactive component and level of

engagement Negative feedback for “boring topic,” plagiarism, and

welcome assignment

InformalInstructor observations

Interactive component was successful Welcome assignment wasn’t as successful Plagiarism section was painful

Changes Based on AssessmentNo more Welcome Assignment!All modules interactive, not just the first oneNo more doubling upArticle Evaluation replaces Plagiarism“A” Team Brand Implementation

Three Years Later…Still going strong!Minor changes only“A” Team dynamic has helped to develop a

rapport between us and the studentsFeedback continues to be positive

Fall 2012: 358 surveys received

Fall 2012: 358 surveys received

Fall 2012: 358 surveys received

Fall 2012: 358 surveys received

“I think the changes to the library instruction sessions have greatly improved how the students learn about researching topics and using the library resources. It's very hands-on now and gives them the opportunity to see how the process works first-hand. We all know that students learn best by "doing", so by having them brainstorm in small groups and then actually search the system and the physical library, you are helping them to learn it so much better than just by lecturing. The students are "forced" to pay attention and are therefore more engaged during the class time.”

R. Leigh Hoffman, Assistant Dean of Student Services and Director of Orientation; Coordinator of Freshman Seminar Program

“Several years ago, the library sessions were very informative, but not very engaging. Recent changes to the library classes have given the first-year students a more hands-on approach to learning how to use the library and all of its resources. I definitely see the students walking away with more useful and practical information than they did 5 or 6 years ago. Amanda and Anna Mary have brought a more refreshing approach to teaching the students about the library. This makes the library seem a lot less intimidating than it appears at first glance.”

Brian Root, Freshman Seminar Instructor and Assistant Director of Housing and Residence Life

“The library session class during freshmen seminar was very helpful in preparing me for many of my other courses. I didn’t even know about the databases before that session let alone how to use them. In every paper I’ve had to write for my composition classes, I have had to access scholarly journals that I learned about during the library sessions.Having been through the session as a student and watching other students take the class as a peer leader for two years, I think the students are able to take away a lot of useful information that may not seem useful to them at that time, simply because they haven’t really had extensive writing and research classes at that point, but in the long run they are able to utilize the skills taught in the session on papers and assignments in the future."

Scott Szypulski, Student and Peer Leader

Difficulties and ChallengesKeeping the mandatory 2 library visits

requirementGrowing international and ESL populationLack of engagement in seminars without a

peer leaderIncreasing requests for basic composition

library instructionFuture of the Freshman Seminar program

Questions/Comments?

Your turn to share ideas!Does your institution currently have a

Freshman Seminar/First Year Experience program?

If so, what is the library’s role?What advice do you have for what

works/what doesn’t?If the library is not involved, could it be?

What approach would you take?What would you consider essential to include

in a library session(s) for this group of students?

Our contact info:Anna Mary WillifordInstruction/Public Services LibrarianMillstein Library, University of Pittsburgh at Greensburgannamary@pitt.edu

Amanda FolkReference/Public Services Librarian

Millstein Library, University of Pittsburgh at Greensburg

alfolk@pitt.edu