Feature

The and My Learning Community First Year Students’ Impressions of Library Services

Tammy J. Eschedor Voelker During the 2002–03 academic year a new ways to market the library’s ser- team of reference at the Kent vices and information resources. Most Tammy J. Eschedor Voelker is State University main library began traditional marketing plans begin with Humanities Liaison at Kent working with two freshman learning “an investigation of needs in a given State University, Kent, Ohio. Submit- communities as part of an initiative to market, together with an analysis of or- ted for publication August 13, 2004; learn more about the needs of first-year ganizational talent and resources to de- revised and accepted for publication students. This article reports on the out- termine which needs the organization is July 26, 2005. reach to one of those, the Science Learn- best fitted to satisfy.”1 The selection of a ing Community, and on the results of a target market, or a subgroup of custom- focus group undertaken with members ers, upon which to concentrate ones’ of that group. The study found that the efforts is the next step.2 Early in the students valued the process, several key patron groups were offered and were even inclined to request identified, of which the team hoped to that more library-related instruction be gain a better understanding. First-year incorporated in the future. Students re- students were one of the identified vealed apprehensions about using the groups. The quickly changing infor- library and also offered suggestions for mation environment was making it new services, including the idea that all increasingly difficult to make assump- freshmen should have the same learn- tions about their experiences, skills, ing opportunity. The community pro- and needs, as well as their expectations gram director was very pleased with the from the . library’s contributions to the students’ The team’s first task, therefore, was learning experience. The initial outreach to devise a means of learning more was considered a success by all involved about the freshman class. An article in a and it was decided that the Main Library university-wide faculty-staff newsletter continue to develop the services and to made the team aware of several new further integrate library components learning communities beginning on into the students’ curriculum for future campus in fall semester 2002. The arti- semesters. cle also highlighted a few communities Reference & User Services Quarterly, that had been ongoing for several years, vol. 46, no. 2, pp. 72–80 n the spring of 2002, a team none of which had had any involvement © 2006 American Library Association. All rights reserved. of four reference librarians at with the libraries. Lippincott confirmed Permission granted to reproduce for the Kent State University (KSU) “involvement in learning communities nonprofit, educational use. I main library began thinking of can provide academic librarians with a

72 | Reference & User Services Quarterly The Library and My Learning Community window into the thinking of students who have information “focuses on the learner and the grown up with technology and who regularly use process of learning.”7 Even with such emphasis on the Web to locate all kinds of information.”3 The the learning community theme, Frank, Beasley, and team immediately recognized the potential inher- Kroll noted in 2001 that “the number of articles that ent in belonging to such a community and began include the as a key element of the brainstorming about ways to become involved and learning community is surprisingly small.”8 what could be offered to the community. The literature does, however, reveal the key Learning communities vary greatly in their reasons there has been such a focus on new col- organization, goals, and activities. At its simplest, laborations with learning communities. In the first a learning community may be defined as “an inten- place, as librarians become involved with learning tionally developed community that will promote communities, they can establish themselves as and maximize learning.”4 Each of the communities partners in the learning enterprise in new and im- on the KSU campus had a unique focus and drew portant ways.9 Secondly, in addition to developing on different criteria for forming the community. new and valuable working relationships, involve- Some were based on academic major, others on ment in a learning community enables librarians to lifestyle (healthy living, fitness), and others on try out new services that could benefit all students interests (community service). Each community making library visits.10 Last, it is now recognized promoted and maximized learning from a unique that initiatives must reach be- perspective. However, none had yet tapped into yond the walls of the library to achieve their full the resources of the library. The librarian team potential.11 The of learning communities believed that the library had a unique role to play allows for a deeper level of integration of library in enhancing the first-year experience for these components and is a natural environment for students. Becoming involved with learning com- information literacy instruction.12 Still, Iannuzzi munities could be an opportunity for librarians to stresses the importance of approaching each new provide additional guidance and nurturing of stu- collaboration initiative with the appropriate moti- dents’ information literacy skills, and to discover vation. She notes that instead of focusing on how new and creative ways to interact with students. to advance a library’s information literacy agenda, This would coincide with KSU libraries and Media it is important to and question the way in Services’ mission to find new and effective ways which information literacy efforts can help oth- to infuse information literacy instruction into the ers succeed in their goals and initiatives.13 This curriculum. The librarians would in turn benefit was the intent of the team’s approach to becom- from the close-knit structure of the communities ing integrated with learning communities on the by fulfilling their need to better understand first- KSU campus. year students’ needs and expectations. It was with these goals in mind that the team set out to become involved with learning communities on campus. New Kids on the Block Becoming Part of a Community The Learning Community It is necessary for librarians to be proactive, to ini- and Information Literacy tiate collaboration, and to be willing to leave the A review of the existing literature on learning com- library building itself to become actively involved munities reveals that, although not a new concept in the greater community.14 The notion of “if you in education, learning communities and similar build it, they will come” does not necessarily work forms of collaboration are in the forefront of the in regard to library collections and services. “They” minds of many librarians across the country. Re- may indeed come. But the question remains, will cent Association of College and Research Librar- they then use the resources to their best advantage? ies (ACRL) presidential themes focused on such The team’s proactive approach began by contacting collaboration and were based on ACRL’s Strategic the interim dean of undergraduate studies, under Plan 2005.5 In his 2003–2004 theme, Cannon whom all learning communities were organized, stressed that “partnerships, connections, learning, and arranging to meet and discuss with him be- and knowledge building define present-day higher coming members of the communities. The meeting education.”6 Reichel, in the introduction to her was a great success, largely due to an unexpected 2001–2002 presidential theme, highlighted the element. KSU’s dean of Libraries and Media Servic- recent shift in emphasis from teaching to learning es had already paved the way for an open, enthusi- and stressed that librarian-faculty collaboration in astic attitude at a recent dean’s retreat, where new promoting information literacy creates meaningful roles for academic librarians had been discussed. learning experiences for students. She noted that This demonstrated the importance of an ongoing

volume 46, issue 2 | 73 Feature and consistent message from the library about its experience level. This study also found that stu- role in building information literacy competencies. dent perceptions of staff are a major determiner of The interim dean recommended two communities library anxiety.16 The Jiao and Onweugbuzie study to approach, based on a preference for communi- also concluded that students who take library skills ties serving at-risk students: the EXCEL Program, courses have fewer effective barriers to library use which is open to any exploratory major, and the and recommended that interventions target fresh- science learning community (SLC), intended for man students. Both this study and the Keefer study first-generation college students in a science-related concluded that library instruction should affirm major. The program directors in turn welcomed that library anxiety is natural and that the frustra- the team with very enthusiastic attitudes about tions the students experience doing research are the library’s possible contribution. The librarians normal.17 Additionally, Keefer noted that students involved decided to split into two teams. However, who are lacking time and under other stress will one librarian remained involved with both; there- have more difficulties. They will begin to miss fore, SLC had a total of three librarians interacting external cues such as library directional signs and with it over the course of the academic year (the other forms of help. Thus, it is critical that these science librarian, the humanities librarian, and the students are reached before they arrive at that criti- head of the library’s instructional-services team). cal melting point. Keefer also notes that students This article will report on the activities, challenges, who most need assistance are the least likely to and outcomes of working with SLC. ask for it.18 This helps reinforce the need for early intervention and the development of a trusting Supporting Retention Goals relationship between librarians and new students, both issues that the learning community environ- SLC was in its first year at KSU, so it was neces- ment are particularly geared to address. sary to anticipate some of the challenges these stu- The second important characteristic to con- dents might confront and to help equip them with sider is that the students were all science majors. the related skills and information resources they A study by Kuh and Gonyea found that science would need to face and overcome those challenges. majors were part of a group of those least likely SLC is composed of twenty-five freshman sci- to use the library (along with business, math, ence majors, all first-generation college students. and undecided majors).19 Leckie and Fullerton’s They are enrolled in three courses together, two study may offer some insight as to why science of which—English and biology—have integrated majors fall into this group, noting that most sci- curricula. The students also live on the same floor ence courses rely primarily on standardized texts of a residence hall. In addition to their similar well into the first two or three years of study. “In course schedules, learning community members other words, it is quite possible for science and are required to attend several extracurricular ac- engineering undergraduates to avoid the library, if tivities per month allowing for further enrichment not completely, at least until relatively late in their and social interaction. educational experience.”20 These studies seem to The learning community offers a very practical emphasize the need for individualized attention way for librarians to contribute to the retention of for students similar to those in this particular at-risk students. Components were to be spread community. throughout the academic year, building on each other and building student comfort levels as they Personalized Attention became more familiar with the staff, services, and resources in the university libraries. This required is the Key taking into consideration two key characteristics. Sherona Garrett-Ruffin, director of the KSU SLC, First, they were all new college students. The immediately emphasized how important it was literature has established library anxiety as a det- for all of those involved in supporting SLC to rimental barrier to student success in the library, be willing to become a part of a close-knit com- and freshman students are more anxious than any munity and to want to interact regularly with the other group of students.15 Studies have determined students. She stressed that it was key for students several key approaches to easing library anxiety. to be able to receive personalized attention when- Scoyoc found that face-to-face interaction with a ever needed, and that all faculty and staff members librarian was the best method of instruction (ver- in the community should maintain an open-door sus online tutorials) for increasing student comfort policy. The librarians were very encouraged by levels with the library. The presence of a librarian this philosophy and indicated their desire to be was found to be critical, regardless of the students’ fully integrated.

74 | Reference & User Services Quarterly The Library and My Learning Community

The librarians’ contact with SLC students on finding resources for biological topics, how to began on the very first night the students moved cite material properly, and caveats for using and into the residence halls. Two of the three librarians evaluating Web resources. The biology and English involved were able to attend an opening social ar- courses for the community are integrated, both fo- ranged by the program director. This was an op- cusing on biological-control issues. The students portunity to meet the classroom faculty involved, read texts such as Mary Shelley’s Frankenstein as well as enabling the librarians to be a part of and Aldous Huxley’s Brave New World. Therefore, the community from day one in the minds of the a second instruction session was offered in the students and faculty. It also offered a unique op- spring semester that concentrated on information portunity for students to be introduced to the idea resources for literary studies. This was presented of a librarian being an integral part of their learn- by the humanities librarian, who had previously ing experience. met the students at the opening social. This session The SLC director saw personalization as a nec- was also course-integrated. The two sessions were essary component of the community experience. intended to build on one another, helping students Thus, the first and most basic service the team tie skills already learned into the new disciplinary could offer the community was to provide a more setting. The community director and the biological personalized approach to services already in place. sciences librarian also collaborated on the design All university orientation classes have an integrated of a research assignment for the SLC students. Gar- library component. This component was designed rett-Ruffin was pleased to note that students were by KSU librarians, but is typically presented by the discussing the assignment on a higher level than student or faculty orientation instructor (which is she has experienced with freshman students in due to the limited number of librarians available the past. She attributed part of this success to the on staff to serve the more than 150 sections of the improvements made to the assignment via collabo- course). For the SLC orientation section, however, ration with the biological sciences librarian. a member of the librarian team, the instructional Librarians went beyond providing traditional services head, visited the class and presented the course-related bibliographic instruction. In the library component (which introduced the research spring semester, the library prepared a session on process, stressed the importance of evaluating in- “Careers in Science: Using the Library to Learn formation, and encouraged students to solicit help about Careers.” Students were introduced to print from librarians). This enabled the students to meet and electronic sources for exploring career infor- the third librarian working with their community mation. An instructional session on issues related and also allowed the librarian to see firsthand how to “Plagiarism and How to Avoid It” was the last of- a class reacted to and interacted with the lesson ficial instructional offering of the year, also offered plan she had created for orientation. jointly by the biological sciences and humanities A second preestablished service is that of librarians. Attendance at these last two offerings PERCs, or PErsonalized Research Consultations. was lower than the others. However, this was This service is open to all students and promoted expected because these sessions were offered in to all freshman English courses. Normally, stu- the evenings and were part of a larger selection of dents phone or stop by the to set extracurricular sessions from which students were up an appointment during any available librarian’s able to choose. Both drew more than one-third of office hour. The personalized touch for this service the community, and feedback from those who at- simply entailed introducing the learning com- tended was very positive. munity students to their own personal librarians The libraries also sponsored a pizza study early in the semester and encouraging them to call break late in the spring semester. One of the librar- their librarian directly for any needed help. SLC ians from the team decided to take advantage of students were specifically guided to the librarian this opportunity to invite students to stay after the for biological sciences, who they had already met pizza party for a focus group study. The purpose of at the opening social. Several students took ad- the focus group was twofold: (1) to assess the suc- vantage of this personal contact by e-mailing and cess of the libraries’ outreach to the learning com- phoning questions to their librarian. Those that munity in particular, and (2) to gauge a freshman’s took advantage of this option have commented outlook of the library experience in general. From that they appreciated having a personal contact the students’ responses, the researcher hoped to gain in the library. broader insights into more far-reaching questions. Next, an instruction session on information For example: Which of the new instructional offer- resources for the students of the biological diver- ings presented to the learning communities may be sity course was presented by the biological sci- worth trying with a larger population of first-year ences librarian. This session included instruction students? What was learned from this small group of

volume 46, issue 2 | 75 Feature freshmen that could change the approach to other taneously as participants respond to one another’s areas of service outside of instruction? What was experiences.”25 Although scheduled for one hour, learned could then be taken back to the instruction- the students continued the discussion for one hour al services team and incorporated into new market- and fifteen minutes. ing strategies and instructional approaches. It is important to note that all but one of the questions asked of the group pertained to their Focus-Group Method overall library experience as first-year students and were not limited to their specialized experiences as The researcher saw great value in using the focus- members of a learning community. In this way, the group method, for, as noted by Goulding, this researcher hoped to access their “whole library ex- method “elicit(s) relatively spontaneous responses perience,” including time spent on their own using and interaction” and allows the participants to the library and its services. It was understood that bring to light topics of importance to them that their interactions with librarians and library in- may not have been on the researcher’s radar. 21 struction were likely more frequent and more ad- She also noted that this method provides an ele- vanced than the average freshman, and thus would ment of “safety in numbers,” helping to alleviate have an influence on their responses, and would any nervousness that one-on-one methods could be reflected in their demonstrated knowledge of cause.22 This is particularly important in relation resources and services. Justification for broaden- to the research noted earlier regarding student ing the scope of the questions can be found in anxiety toward the library. Recognizing that focus- St. Clair’s observation that drawing participants group results are “not used to project results onto from learning community members is the most a larger population, it merely gives a sense of the successful way to attract undergraduates for focus group as a whole,” the researcher still felt that this groups, and that learning community students method would enable the librarians to make bet- “had enough exposure to the library that they were ter-informed decisions regarding outreach to the able to make a number of astute observations.”26 first-year student.23 Broad, open-ended questions were prepared in All SLC members were invited to come to a hopes of encompassing all of the possible facets one-hour focus group on a Wednesday evening of their library experience and to encourage the after the already-scheduled pizza study break students to answer freely and thoroughly. It was sponsored by the library. An extra incentive of with this in mind that the researcher developed prizes was offered to encourage students to stay the following eight questions: for the focus group. Invitations went out by direct e-mail as well as via the internal SLC calendar and 1. What do you feel have been the most valuable a newsletter produced by the community direc- interactions with the libraries and library fac- tor. The researcher hoped to draw Glitz’s recom- ulty and staff this year? mended group size of six to ten participants, as it 2. How do you feel that library services “is sufficient to give a range of ideas and opinions and instruction to first-year students can be and to allow real participation and discussion by improved? all.”24 Six students arrived for the voluntary focus 3. What are your impressions of the libraries’ group. Because these individuals all knew each resources? other already, very little time was used for ice- 4. What are your impressions of the libraries’ breaker activities. The session was conducted in facilities? one of the library’s classrooms, which happened 5. What are your impressions of the libraries’ to have a large conference table. All were able to faculty and staff members? sit around this table and to see each other clearly 6. In what ways should the libraries continue or (including the researcher). The community direc- change their involvement and interaction with tor was also present, but sat off to the side as an SLC in future years? observer. The focus-group session was tape record- 7. If you were giving advice to a new freshman ed to ensure accurate note-taking. The students student next year, what things do you feel appeared at ease, and all six participated regularly would be most important for him or her to in the discussion. The researcher did not inter- know about the libraries? ject other than to ask for clarification to ensure 8. Are there any other comments or con- comprehension and accurate note-taking. This is cerns that you would like to share? in accordance with Goulding’s recommendation that “focus-group participants should be encour- In addition to these, the SLC director asked per- aged to interact with one another rather than the mission to ask a few extra spontaneous questions of researcher so that themes emerge relatively spon- her own at the end of the session. These were:

76 | Reference & User Services Quarterly The Library and My Learning Community 1. Why did you not use the library at first? What Instruction do you use the library most for now? 2. Why do you think people did not come to all When asked how services and instruction could be the programs offered by the library? improved, the students agreed that more instruc- 3. What is the single most important threat tion should be offered and should be required for to the library?27 everyone. Specifically mentioned to be of value were the library tours, the sessions on how to All discussion was transcribed and then each cite materials and avoid plagiarism, the session comment was coded with general labels by the on finding science career information, and library researcher. These labels were analyzed to find instruction for their English and biology classes similarities and to classify the comments into ma- (course-integrated sessions). One student also jor themes. This type of approach to data analysis mentioned that she felt that it would be valuable was described and endorsed by Von Seggern and to have sessions based on subject fields, noting Young in their focus-group method, which was that she did not know “at all” how to search for based on grounded theory, and allows for theories resources in the field of education for her English and concepts to be built from the analysis of the paper until the library instruction session she had actual data. They found this method to be particu- in SLC’s English 10002 course. Several students larly robust for library and information science seemed to agree “every class should have this op- research, especially noting that as librarians, they portunity.” All agreed that it would be more valu- had “an affinity for the coding and classification able to have each of the instruction sessions in the process.”28 first semester so as to prepare them with the skills All of the learning community students’ con- as early as possible. This included the career and cerns, comments, and suggestions were organized plagiarism sessions. into the following categories: staff interactions, Also related to instruction, one first-year stu- instruction, facility or environmental issues, re- dent noted that more explanations and help sources, new services desired, attitudes or precon- screens linked within the library catalogs and re- ceptions, and advice for new freshmen. search databases would help students researching on their own. With regard to topics for instruc- tion, two students noted they felt they needed Student Responses to learn more about how to search by keyword versus subject heading, how to find related key Staff Interactions terms, and how to “work around the words to find better information.” Two of the six focus-group The group participants all agreed that the reference participants indicated that they found the librar- desk service was valuable, and that the librarians ies’ Sixty-Minute+ Seminars to be of value (they and graduate students there all “try their best to attended seminars voluntarily and not as a part 29 help.” Just getting help with finding “journal of the SLC program). These seminars are free and articles and the like” was one of the first services open to all faculty, staff, and students, and cover mentioned when asked about the most “valuable a variety of topics (such as various research data- interactions” with the librarians. One student bases, multimedia and Web developing tools, and noted that a graduate student who kept looking for data-analysis software). Specifically mentioned materials for her long after she left the desk par- were those seminars on using PowerPoint, Excel, ticularly impressed her. Another student, however, and scanners. Interactive Web training was also had a negative experience and said that the person mentioned by one student as a preferred means to helping him intimidated him. He was able to note learn about library resources and tools. that on another occasion he was impressed by a li- brarian who remained on the phone with him for a Resources long period of time. This same student also stated: “The librarians help me more when my computer Although the students had less to say about the is down” than the other help services on campus. resources available, they were decidedly split on One thing that the students didn’t like to experi- their impressions. Two students complained that ence at the desk was for a staff member to speak most of what they wanted (books and articles) was too loudly when helping them. A student noted available only at other libraries through the state- that “you don’t want anyone to know that you wide consortium and that “it was sort of a pain” don’t know what you are doing” and that speaking to have to request materials and wait for them. Yet too loudly “makes it apparent that you don’t.” in contrast, another student said she “[was] always

volume 46, issue 2 | 77 Feature able to get the resources [she] needed” and felt that Attitudes or Preconceptions “the libraries provide a good collection.” One area that she did find lacking was in the audiovisual Many of the comments made during the focus- category, “at least for psychology videos.” Currency group study revealed students’ attitudes and pre- of these materials was of the utmost importance to conceptions toward the library and libraries in the students. general. As new students, some were intimidated by the quiet, studious atmosphere of the library. One commented “I feel nervous … everyone is New Services Desired doing their work.” This same student did note that once the new café opened, with coffee, tea, The students agreed that it would be nice to have and pastries, she felt a bit more relaxed and com- staff stationed on every floor of the twelve-floor fortable in the atmosphere. Another participant main library tower (especially floors four through expressed “when you think of a library . . . [being] ten, where most of the books are). They find it in one spot, sitting there . . . it’s boring!” And yet troublesome to have to return downstairs to the other students seemed to think that was what was first floor for assistance when unable to locate a expected. They indicated that it was too hard to needed resource. One student suggested the cre- study in the dorms, and thus it is best to come to ation of a library newsletter for students, which the library to get things done. One student even could be sent to learning community members as said that it is “one of the best resources on cam- well as the student body at large. Another service pus.” When asked why they thought students opt that the students agreed they would like and use not to come to library-sponsored programs and regularly is a “plug-in anywhere” network access services, the students indicated that it was “too far along with the option to check out or rent laptops away” from the dorms and that “it takes time for to use in the library. One student was already people to get here and people are lazy.” aware of a neighboring university’s use of laptops in this manner and the others seemed very im- pressed by the notion of such a service. Passing on Advice When asked what advice they would give to next Facility and Environment year’s freshman class, students all agreed that first-year students should not hesitate to ask for It is interesting to note that when asked directly help or be afraid to come into the library (not be about their impressions of the main library facility, intimidated by its size). They also would recom- the students initially indicated that they liked it, mend exploring the building … “go[ing] beyond saying it was “comfortable and organized.” Further the third floor” to see all that is available. Two on in the discussions, various other comments students also said they would highly recommend pertaining to the facility and overall atmosphere that new students take advantage of the libraries’ of the main library came forward. There was a de- Sixty-minute+ Seminars to learn about computer sire expressed for improving the decor to make it programs such as Excel and PowerPoint, scanning, “more appealing.” More group-study rooms were and more. desired, yet one student described them as feeling like “interrogation rooms,” too small, too dark, and too stuffy. Student opinions were also split What Was Learned concerning seating choices. Half preferred having The librarians were pleased to discover that the more “comfy couches” and overstuffed chairs; the students really seemed to appreciate the instruc- other half said seating of this type was too com- tion, outreach, services, and help offered by the li- fortable and was likely to put them to sleep. Two brary. Also, the most pleasant surprise came when students expressed the need for privacy screens on it was learned that they were more inclined to ask the reference center computers and the preference for more services and instruction, even though they for cubicle-style seating in that area to maximize themselves received far more personalized atten- privacy. They all agreed it would be nice if the tion than the average first-year student. The librar- libraries could come up with a special room for ians also realized that students appreciate learning the learning community where they could meet to important skills such as how to cite materials, study, which would house resources pertaining to avoid plagiarism, and search for resources early the group. Last, students jokingly stated that they on in their careers, so as to take advantage of them wished there were such a thing as library dorms, sooner. Fitting all of the planned sessions for the offering unhindered access to resources for the learning community into one semester would be lucky residents. very difficult to schedule. This will provide a chal-

78 | Reference & User Services Quarterly The Library and My Learning Community lenge in balancing program demands with such the reactions of her students to the library compo- considerations as: (1) the constraints on available nents and spoke to the librarians of the value she staff resources, and (2) the librarians’ desire to not sees in the themes that were addressed. She also overwhelm the students. The SLC director has sug- has shown great interest in continuing to develop gested incorporating more of the library sessions new components, which led to the introduction into class time so as to make this less imposing on of a new session on “Evaluating Library and Web their study and free time. Resources” during the 2003–2004 year. She was The librarians have also learned that new very appreciative of the collaboration on her re- students are particularly sensitive to being able search assignment and even requested assistance to blend into the environment, as noted by the in grading the project. She also helped secure in- comments pertaining to feeling “stupid” if people tegration of one additional library component (the overheard them asking a question at the desk plagiarism session) into the university orientation and of being intimidated by the seemingly “hard- course during the 2003–2004 school year. She has working, studious” students all around them. The requested that the team of librarians collaborate libraries need to consider ways to ease that initial with the learning community faculty to help con- tension, to make the environment more warm and tinue to develop the integrated curriculum. Brain- inviting, and to be sensitive to students’ desire to storming for new ways to help the students get a blend in, even while going out of the way to pro- better understanding of and assimilation to the vide individualized help to them. Keefer, in her culture of is also on the agenda study on library anxiety, suggests that librarians for future communities. choose proactive means, such as using the roving Much of the success of the integration of the reference librarian approach, asking students if library components into this community was they need help, instead of waiting to be asked. She due to the very open, positive attitude of the also recommended using peer mentors and tutors SLC director. From the very start, Garrett-Ruffin to help alleviate this problem.30 Some students of recognized and conveyed the consistent attitude the previous year’s learning community will be that the librarians were faculty members with an asked to stay involved and serve as peer mentors to integral role to play in the students’ success at the new SLC students. This will help build continuity university. This appears to have had a strong in- for the program as well. fluence on the students’ attitudes and approach to Based on how well received the sessions were the library offerings. Having this type of support to this small group of individuals, the library may from the community director is essential to the wish to consider how to reach a wider audience success of the library’s involvement with learning for sessions on “Avoiding Plagiarism” and “Career communities. Information in Your Library.” Adding these two Overall, the process of getting connected with topics to the lineup of the Sixty-minute+ Seminar a learning community has been a very worthwhile series in the future is an option that would allow and valuable experience. As was noted by Lip- optimal visibility, given that this program is already pincott “librarians who have had the experience widely publicized by the library. Also for consid- [of being involved with a learning community] eration is how to move beyond the walls of the feel empowered and connected to the educational library and take services and instruction directly process in new ways.”31 Promising relationships to students, as the focus-group participants cited a have been established with faculty colleagues, and variety of reasons why the library and its programs it is anticipated that this will have an impact on might be avoided (that is, feeling awkward and other areas such as requests for course-integrated intimidated by the atmosphere or being too lazy library instruction and consultation services. One to walk all the way across campus). This raises the aim is to draw a larger percentage of the commu- question: would consultation services and instruc- nity to evening sessions offered by the libraries, tion be successful if offered in the common areas understanding that any instruction not fully in- of the community’s residence hall? corporated into course time, and requiring the use of study or leisure time, will draw fewer students. The librarians hope to alleviate such concerns in The Future for the Library the future by making better use of student feed- in SLC back regarding their availability, developing better promotional techniques (combination of e-mails, Feedback was also solicited from the program di- handouts, and in-class announcements), and by rector at both a mid-year meeting and a planning simply continuing to get to know the students meeting for the start of the following 2003–2004 better. The library will continue to search for ways academic year. Garrett-Ruffin was pleased with to better position themselves to be the session

volume 46, issue 2 | 79 Feature of choice for these students in future semesters. 13. Ibid. Also, as all of the learning community faculty and 14. Jon E. Cawthorne, “Integrating Outreach and Build- librarians continue to work together to build more ing Partnerships,” College & Research Libraries News 64 (Nov. 2003): 666–69, 681. interconnectivity between library programs and 15. Qun G. Jiao and Anthony J. Onwuegbuzie, “Anteced- course curricula, the successes noted in these early ents of Library Anxiety,” Library Quarterly 67, no. 4 collaborations will continue and grow, thus setting (1997): 372–89. an example that could help pave the way toward 16. Anna M. Scoyoc, “Reducing Library Anxiety in First- securing a place for information literacy in the cur- Year Students: The Impact of Computer-Assisted Instruction and Bibliographic Instruction,” Refer- ricula of many more communities on campus. ence & User Services Quarterly 42 (Summer 2003): 329–41. References and Notes 17. Jane A. Keefer, “The Hungry Rats Syndrome: Library Anxiety, Information Literacy, and the Academic Ref- 1. Elizabeth J. Wood, Strategic Marketing for Libraries: A erence Process,” RQ 32 (Spring 1993): 333–39; Jiao Handbook (New York: Greenwood, 1988), 19. and Onweugbuzie, “Antecedents of Library Anxiety.” 2. Ibid., 47. 18. Keefer, “The Hungry Rats Syndrome.” 3. Joan K. Lippincott, “Developing Collaborative Rela- 19. George D. Kuh and Robert M. Gonyea, “The Role of tionships: Librarians, Students, and Faculty Creating the Academic Library in Promoting Student Engage- Learning Communities,” College & Research Libraries ment in Learning,” College & Research Libraries 64 News 63 (Mar. 2002): 192. (Jul. 2003): 256–82. 4. Oscar T. Lenning and Larry H. Ebbers, The Powerful 20. Gloria J. Leckie and Anne Fullerton, “Information Potential of Learning Communities: Improving Educa- Literacy in Science and Engineering Undergraduate tion for the Future, ASHE-ERIC Higher Education Education: Faculty Attitudes and Pedagogical Prac- Report, vol. 26, no. 6 (Washington, D.C.: The George tices,” College & Research Libraries 60, no. 1 (1999): Washington Univ. Graduate School of Education and 11. Human Development, 1999), 8. 21. Anne Goulding, “Joking, Being Aggressive, and Shut- 5. Mary Reichel, “ACRL: The Learning Community for ting People Up: The Use of Focus Groups in LIS Excellence in Academic Libraries: The Presidential Research,” Education for Information 15, no. 4 (1997): Theme for the Coming Year,” College & Research 333. Libraries News 62, (Sept. 2001): 818; ACRL, “ACRL 22. Ibid., 336. Strategic Plan 2005,” approved by the ACRL Board 23. Beryl Glitz, Focus Groups for Libraries and Librarians of Directors, Jan. 16, 2000, www.ala.org/ala/acrl/ (New York: Forbes, 1998), 111. aboutacrl/whatisacrl/acrlstratplan/strategicplan.htm 24. Ibid., 10. (accessed June 21, 2004). 25. Goulding, “Joking, Being Aggressive, and Shutting 6. Tyrone H. Cannon, “The Learning Community as People Up,” 333. Knowledge Builders: The 2003–04 ACRL President’s 26. St.Clair, “The LEAPing Librarians Role in a Campus Theme,” College & Research Libraries News 64 (Sept. Learning Community,” 29. 2003): 533. 27. It is duly noted that the students may not have known 7. Reichel, “ACRL: The Learning Community for Excel- what was initially meant by the idea of a “threat” lence in Academic Libraries,” 818. to the library. However, their discussion seemed to 8. Donald G. Frank, Sarah Beasley, and Susan M. Kroll, indicate that they did. They listed such things as the “Opportunities for Collaborative Excellence: What Internet, online accessibility to journals, and the need Learning Communities Offer,” College & Research for a better library atmosphere and decor as possible Libraries News 62 (Nov. 2001): 1008. threats. 9. Lippincott, “Developing Collaborative Relationships.” 28. Marilyn Von Seggern and Nancy J. Young, “The Focus 10. Linda St.Clair, “The LEAPing Librarians Role in a Group Method in Libraries: Issues Relating to Process Campus Learning Community: Helping Students Get and Data Analysis,” Reference Services Review 31, no. 3 through Their Freshman Year,” College & Research (2003): 279. Libraries News 63 (Jan. 2002): 24–26, 29. 29. Please note that all participants were assured anonym- 11. Patricia Iannuzzi, “Faculty Development and Informa- ity. All quotations within the “Responses” section are tion Literacy: Establishing Campus Partnerships,” Ref- those of one of the six freshmen participants. erence Services Review 26, no. 3–4 (Fall/Winter 1998): 30. Keefer, “The Hungry Rats Syndrome.” 97–102, 116. 31. Lippincott, “Developing Collaborative Relationships,” 12. Ibid., 99. 192.

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