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Tuesday, May 17 • 2:00pm - 3:00pm
Poster Session 3: Poster Board Number 143

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Poster Board Number: 143
Title: Aligning Library Instruction with the Needs of Basic Science Graduate Students
Objective: A previous study conducted on the information-seeking behavior of basic science researchers prompted the development of a new model for providing instruction for basic science graduate students. The goal of the new model was to improve the students’ ability to effectively utilize the scholarly literature and to diminish the knowledge gaps identified in the aforementioned study.
Methods: The library’s traditional walk-in workshops and brown bag sessions were poorly attended and failed to reach basic sciences graduate students. In designing a new instructional model, librarians focused on three conclusions from the earlier study:
• The literature review must be approached as a process, encompassing a range of resources.
• Basic science researchers are highly collegial.
• Despite possessing advanced literature searching skills, basic science researchers nevertheless have knowledge gaps in key areas.
The new model incorporated various novel approaches:
• creation of a cohesive curriculum to be covered in a series of hands-on workshops
• consultation with teaching faculty on curricular content and scheduling
• co-teaching with subject experts from outside the library
• expanded marketing strategies
• utilization of videotaping and a dedicated website to support learning
• detailed assessment, including demographic analysis, observations, and surveys
Results: Historically, the library offered an average of ten brown bag sessions each fall. In the previous four fall semesters, the sessions attracted an average of 21 attendees, including 8 basic science graduate students per semester. In fall 2010, under the new model, the library offered six brown bag sessions plus a 7-part workshop series targeting graduate students. Altogether, the fall 2010 sessions attracted 129 attendees, including 66 basic science graduate students. A survey of instructional effectiveness midway through the series indicated attendees were highly engaged, able to grasp advanced concepts, and valued the hands-on aspect. Most attended multiple sessions, often with colleagues. A post-survey revealed that attendees liked the instruction format and acquired information and skills applicable to their studies.
Conclusion: A complete reenvisioning of the planning, delivery, and assessment of library instruction successfully increased the total number of attendees, as well as the number of basic science graduate students reached.
Authors: Donna O'Malley, Instruction and Systems Librarian; Frances Delwiche, Reference and Instruction Librarian; Dana Medical Library; University of Vermont, Burlington, VT

Tuesday May 17, 2011 2:00pm - 3:00pm
Exhibit Hall A - Minneapolis Convention Center

Attendees (9)

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