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Aligning library instruction with the needs of basic sciences graduate students: a case study.

Donna O'Malley1, Frances A Delwiche

  • 1Dana Medical Library, University of Vermont, 81 Colchester Avenue, Burlington, VT 05405, USA. donna.omalley@uvm.edu

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Reconfiguring library instruction to include workshops significantly increased graduate student attendance. This enhanced program successfully met the information literacy needs of basic sciences students.

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Area of Science:

  • Health Sciences
  • Basic Sciences
  • Academic Libraries

Background:

  • Academic health sciences libraries serve universities and affiliated hospitals.
  • Existing library instruction programs may not reach all target student populations.
  • Curriculum-based instruction can miss basic sciences graduate students.

Purpose of the Study:

  • To reconfigure an existing library instruction program.
  • To effectively reach basic sciences graduate students and other underserved patrons.
  • To address information literacy needs beyond traditional curriculum-based methods.

Main Methods:

  • Redesigned an existing library instruction program into seven workshops.
  • Incorporated information literacy skills crucial for basic sciences graduate students.
  • Modified pedagogy, technology, marketing, and assessment strategies.
  • Conducted in an academic health sciences library setting.

Main Results:

  • Total attendance increased from an average of 20 to 124 per semester.
  • Survey results provided valuable feedback on patron learning preferences and effective teaching methods.
  • The redesigned program demonstrated substantial growth in engagement.

Conclusions:

  • Modifying program content and structure enhanced appeal to the target audience.
  • The new model successfully addressed the needs of basic sciences graduate students.
  • The reconfiguration proved effective in expanding program reach and impact.